Zobrazeno 1 - 10
of 60
pro vyhledávání: '"Víctor Pavón-Vázquez"'
Publikováno v:
Latin American Journal of Content and Language Integrated Learning, Vol 14, Iss 1 (2021)
The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potent
Externí odkaz:
https://doaj.org/article/726a90871bad4ba6aa75aa841ab520f3
Publikováno v:
Journal of English Studies, Vol 16, Iss 0, Pp 185-205 (2018)
Research on the mind, the brain and education has shed light on the process of learning a foreign language in bilingual education. The present study attempts to investigate the relationship between L2 listening skills and multiple intelligences in bi
Externí odkaz:
https://doaj.org/article/fdf53e1a2fe74bdd86ec74e795422375
Publikováno v:
Journal of English Studies, Vol 15, Iss 0, Pp 235-260 (2017)
When analysing the main drivers for the success of Content and Language Integrated Learning (CLIL), interest has been paid to the significance of coordination between language teachers and content teachers to promote an effective integration of conte
Externí odkaz:
https://doaj.org/article/d12c5fe5ef464b96ba3841466d51be4c
Publikováno v:
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, Vol 2, Iss 1 (2019)
La enseñanza de contenidos académicos a través de una lengua extranjera implica que el acceso al conocimiento mediante este medio produce un desarrollo de la lengua utilizada para la docencia y a la par contribuye a consolidar el conocimiento. No
Externí odkaz:
https://doaj.org/article/581d54b86eb941deaa0e7069e3992447
Publikováno v:
Pulso: Revista de Educación, Iss 39, Pp 35-57 (2016)
El considerable aumento de los centros bilingües en España ha provocado una gran demanda de profesionales especializados. Como resultado, las universidades están comenzando a ofrecer titulaciones para formar al profesorado de centros bilingües. N
Externí odkaz:
https://doaj.org/article/8c03661d0d1d44dfbff8af17e9bfb5cf
Publikováno v:
Input in English-Medium Instruction ISBN: 9781003258407
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fa52ba1198e15090a46456a55a266d76
https://doi.org/10.4324/9781003258407-5
https://doi.org/10.4324/9781003258407-5
Publikováno v:
Ibérica, Iss 38 (2019)
Este trabajo investiga los retos a los que se enfrentan los profesores que imparten clases de contenido en inglés y analiza las creencias de estos profesores sobre la colaboración con especialistas de lengua para proporcionar soporte lingüístico
Externí odkaz:
https://doaj.org/article/ebd9649f1afb48c18cfe0a980561a603
Publikováno v:
Latin American Journal of Content and Language Integrated Learning, Vol 14, Iss 1 (2021)
The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potent
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::41c2ae7076719b6b1d874e1a489c1540
https://doi.org/10.5294/laclil.2021.14.1.3
https://doi.org/10.5294/laclil.2021.14.1.3
Autor:
Víctor Pavón Vázquez, Maria Ellison
Publikováno v:
Linguarum Arena, Vol 4, Pp 65-78 (2013)
Content and Language Integrated Learning (CLIL) is increasingly widespread in educational institutions of all levels and sectors across Europe. Thanks to a burgeoning research base and subsequent publications, we are now, more than ever, in a positio
Externí odkaz:
https://doaj.org/article/eaa2e3774488433b89aaadc6d9455523
Publikováno v:
The Language Learning Journal. 48:81-98
This paper presents the outcomes of a Spanish study on aspects of the background, skills and perceptions of three groups of teachers – content teachers, language teachers and language assis...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f97250a9f684ac8b6a7476273dfc9a84
https://doi.org/10.1080/09571736.2019.1642940
https://doi.org/10.1080/09571736.2019.1642940