Zobrazeno 1 - 10
of 2 460
pro vyhledávání: '"content and language integrated learning"'
Autor:
Cheng-Ji Lai
Publikováno v:
Asian-Pacific Journal of Second and Foreign Language Education, Vol 9, Iss 1, Pp 1-27 (2024)
Abstract Content and Language Integrated Learning (CLIL) is increasingly adopted globally, including in Taiwan’s educational initiatives, yet challenges remain in implementing effective CLIL practices, such as pedagogy and curriculum design. This s
Externí odkaz:
https://doaj.org/article/fc495a42cd6649f1b260b6f263129cb7
Publikováno v:
East European Journal of Psycholinguistics, Vol 11, Iss 1, Pp 47-62 (2024)
The article presents a review of the integration of media literacy content in foreign language courses at pedagogical higher education institutions. This study is aimed to share and present for academic discussion some of the authors’ perspectives
Externí odkaz:
https://doaj.org/article/f1a116be56834a7a9ffcf2628eea8d56
Publikováno v:
Discover Psychology, Vol 4, Iss 1, Pp 1-18 (2024)
Abstract This article presents a study carried out in the subject of Didactics of English for Very Young Learners, taught in English to Spanish-speaking students at the School of Education of the Complutense University of Madrid, Spain. Three compara
Externí odkaz:
https://doaj.org/article/822e09af900546919d1b42cffc517732
Publikováno v:
Latin American Journal of Content and Language Integrated Learning, Vol 15, Iss 2 (2024)
This study explores the relationship between CLIL and L1 ability in a Finnish secondary education context. The study is based on the analysis of L1 written and oral productions of four ninth-grade students (2 CLIL and 2 non-CLIL). Written production
Externí odkaz:
https://doaj.org/article/87e144315ba84c808838ef431dec4c69
Publikováno v:
Journal of Technology and Science Education, Vol 14, Iss 2, Pp 569-587 (2024)
The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers in modern language
Externí odkaz:
https://doaj.org/article/7df7ff5f09b34df7ab3bd1f51d2112dd
Autor:
Leah Geoghegan
Publikováno v:
Miscelánea: A Journal of English and American Studies, Vol 69 (2024)
It has been suggested that Content and Language Integrated Learning (CLIL) positively affects learners’ content-related vocabulary. While CLIL has become increasingly popular throughout Spain, the language of instruction in this learning environmen
Externí odkaz:
https://doaj.org/article/7129024a240a4257b0662df2308139f9
Autor:
Eunjeong PARK
Publikováno v:
Issues in Language Studies, Vol 13, Iss 1 (2024)
Although using authentic materials has advantages and disadvantages, it is evident that they bring many benefits to EFL learners, especially in terms of developing communication skills and cultural understanding. Moreover, they offer an opportunity t
Externí odkaz:
https://doaj.org/article/b32b9da07cef4c5db898e6b2f1dd9ede
Publikováno v:
Scientific Bulletin, Vol 28, Iss 2, Pp 185-193 (2023)
In today’s globalized era, education stands at the nexus of profound transformation. As the globe shrinks and cross-cultural interactions become the norm rather than the exception, the traditional boundaries between language learning and content su
Externí odkaz:
https://doaj.org/article/13534bcb7b5d4e5ea92b63ba5db950c6
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 25, Iss 2, Pp 185-199 (2023)
This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teache
Externí odkaz:
https://doaj.org/article/571d5e8f96ee4c99aaa02388db258bb7
Publikováno v:
Studies in Second Language Learning and Teaching, Vol 13, Iss 2, Pp 317-345 (2023)
This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students’ English learning. The dataset included 44 samples (N = 7,434) from 38 primary
Externí odkaz:
https://doaj.org/article/a55e2c2084e343719e343d6f686173d3