| Autor: |
Zbigniew P. Możejko |
| Jazyk: |
German<br />English<br />Polish<br />Russian |
| Rok vydání: |
2020 |
| Předmět: |
|
| Zdroj: |
Edukacja Ustawiczna Dorosłych, Vol 108, Iss 1, Pp 56-65 (2020) |
| Druh dokumentu: |
article |
| ISSN: |
1507-6563 |
| DOI: |
10.34866/7nd6-p290 |
| Popis: |
The paper adopts a reflective approach to EFL teaching and teacher-training in order to shed light at the interplay between CLIL instruction and the VET context. The paper opens with highlighting the main tenets of CLIL and VET training and signals the former’s origins, basic components and instructional guidelines. It then progresses towards reflectivity as a component of pre-service teacher training, which can (or should) resurface as a token of the reflective teacher-practitioner. The next section (Method and instrument) constitutes, together with the tool in the Appendix, the principal contribution of the paper in that it introduces an approach which may become a blueprint for conducting a reflective analysis of one’s CLIL/VET teaching. In doing so, the section accrues dimensions of reflective (self-)observation and includes: language (and language learning strategies in the context of lexical update; also the ARC division of types of language), content (and the relation between content and different types of language: BICS vs. CALP). The aim of the paper is not only to introduce the instrument but at the same time to bring together notions well-established in mainstream EFL/CLIL instruction and seek their application in the VET context. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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