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Teaching, learning and scaffolding in CLIL science classrooms /
"This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars'...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2021]
|
| Colección: | Benjamins current topics ;
v. 115. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 010 | |a 2021009592 | ||
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| 019 | |a 1249474662 | ||
| 020 | |a 9789027259790 |q electronic book | ||
| 020 | |a 9027259798 |q electronic book | ||
| 020 | |z 9789027208880 |q hardcover | ||
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| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Teaching, learning and scaffolding in CLIL science classrooms / |c edited by Yuen Yi Lo, The University of Hong Kong, Angel M.Y. Lin, Simon Fraser University. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2021] | |
| 300 | |a 1 online resource (183 pages) : |b color illustrations. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Benjamins current topics, |x 1874-0081 ; |v volume 115 | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars' consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges - mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of "scaffolding", this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019)"-- |c Provided by publisher. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on May 05, 2021). | ||
| 505 | 0 | |a Intro -- Teaching, Learning and Scaffolding in CLIL Science Classrooms -- Editorial page -- Title page -- Copyright page -- Table of contents -- Teaching, learning and scaffolding in CLIL science classrooms -- 1.Conceptualising Content and Language Integrated Learning (CLIL) -- 2.Content and language integration in science -- 3.Scaffolding -- 4.Chapters in this volume -- References -- Language focused episodes by monolingual teachers in English Medium Instruction science lessons -- 1.Introduction -- 2.Literature review -- 2.1Growth of EMI -- 2.2Teachers in EMI settings -- 2.3Distinctive features of Chinese bilingual schools -- 2.4The language of science and science explanations -- 2.5Research on language focused episodes in SLA and in content contexts -- 3.Methodology -- 3.1Study design -- 3.2The population -- 3.3The sample (schools, teachers and students) -- 3.4Data collection -- 3.5Data analysis -- 4.Findings -- 4.1The proportion of the total interaction and the different types of LFEs -- 4.2Examples of the different types of LFEs -- 4.2.1Vocabulary-focused LFEs -- a.Meaning of non-technical vocabulary -- bornThe non-science meaning of technical vocabulary -- c.Pronunciation -- d.Spelling -- 4.2.2Grammar-focused LFEs -- a.Morphemes -- 4.2.3Idiom-focused LFEs -- 5.Discussion -- 5.1The extent of LFEs -- 5.2The variety of linguistic features focused on -- 5.3L1 vs L2 -- 6.Conclusion -- References -- Appendix -- The positioning of Japanese in a secondary CLIL science classroom in AustraliaLanguage use and the learning of content -- 1.Introduction -- 2.Literature review -- 2.1Science and content and language integration -- 2.2Language-specific issues in using a target language to teach content -- 3.The study -- 4.Findings -- 4.1Using kanji to reinforce scientific concepts -- 4.2Learning Japanese and learning science -- 4.3Explanation and application. | |
| 505 | 8 | |a 5.Discussion and conclusion -- References -- Teacher language awareness and scaffolded interaction in CLIL science classrooms -- 1.Introduction -- 2.Teacher language awareness -- 3.Methodology -- 3.1Participants -- 3.2Procedures -- 3.3Analysis -- 4.Findings -- 4.1L2 science teachers' awareness of language from the perspectives of learners and learning in CLIL contexts -- 4.1.1Teachers' understanding of learning content subjects through language -- 4.1.2Teachers' knowledge about learners' English language proficiency and their cognitive knowledge of subject matter -- 4.1.3Teachers' understanding of the impact of MOI policy on learner's motivation and learning outcomes -- 4.2Conceptual scaffoldings -- 5.Discussion -- 6.Conclusion -- Acknowledgements -- References -- Supporting students' content learning in Biology through teachers' use of classroom talk drawing on concept sketches -- 1.Introduction -- 2.Theoretical underpinnings -- 3.Review of studies in the field -- 3.1Concept sketch in the field of science -- 3.2Classroom talk in science -- 4.Research focus -- 5.Background setting and subjects -- 6.Methodology -- 7.Examination of classroom talk based on concept sketch -- 7.1Reformulating with specifics amplified for directionality focus -- 7.2Scaffolding content learning undergirded by purpose -- 7.3Drawing on repeated uptake of students' response to sharpen focus and direct attention -- 7.4Sharpening precision in language use -- 7.5Limitations in classroom talk -- 8.Implications -- 8.1Beyond the visual and the textual- the place of classroom talk -- 8.2Implications for teachers' professional learning -- 9.Conclusion -- Acknowledgements -- References -- Appendix A.Sample extract of lesson plan -- Appendix B.Extracts of sample focus areas and talk moves. | |
| 505 | 8 | |a Co-developing science literacy and foreign language literacy through "Concept + Language Mapping" -- 1.Introduction -- 2.Literature review -- 2.1Meaningful learning and concept mapping -- 2.2Thematic patterns -- 2.3Thematic-pattern-based "concept + language mapping" -- 3.Methodology -- 3.1Research design -- 3.2Data collection and analysis -- 4.Results and analysis -- 4.1The CLM approach facilitated content and language development in the EMI biology classroom -- 4.1.1Quantitative results -- 4.1.2Qualitative results -- 4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches -- 4.2.1Multimodal animated sequential "concept + language mapping" with thematic-pattern-based designed and spontaneous scaffoldings -- 4.2.2Integrating content and language by combining thematic patterns and genre structures -- 5.Discussion -- 5.1Integrating content and language in CLIL lessons -- 5.2Drawing on perspectives of subject education researchers -- 5.3Teacher education about "thematic-pattern-based" CLM pedagogy -- 6.Conclusion -- Acknowledgements -- References -- Appendix 1.Summary of student feedback on the CLM materials -- Scaffolding for cognitive and linguistic challenges in CLIL science assessments -- 1.Introduction -- 2.Literature review -- 2.1Alignment among objectives, instruction and assessments in CLIL -- 2.2CLIL objectives and teachers' instruction -- 2.3CLIL objectives and assessment -- 2.4CLIL assessment and teachers' instruction -- 3.Methodology -- 3.1Overall research design -- 3.2Research context and participants -- 3.3Data collection -- 3.3.1Lesson observations -- 3.3.2Collection of assessment tasks -- 3.3.3Semi-structured interviews -- 3.4Data analysis -- 4.Results -- 4.1Objectives -- 4.2Instruction -- 4.3Assessment practices -- Miss A -- Miss B. | |
| 505 | 8 | |a 5.Discussion and conclusions -- Acknowledgements -- References -- Appendix 1.Lesson observation protocol -- Appendix 2.Examples of different registers when analysing the observed lessons -- Category 1. Instructional register, which focuses on knowledge delivery and discussion -- Category 1a. Instructional register focusing on "content" -- Category 1b. Instructional register focusing on "language" -- Category 2. Regulative register, which aims at managing classroom tasks and students' behaviours -- The role of language in scaffolding content andamp -- language integration in CLIL science classrooms -- 1.Introduction -- 2.Language in discursive, cognitive, linguistic, semiotic, epistemic andamp -- affective roles -- 2.1Discursive role to scaffold classroom interaction -- 2.2Cognitive-Linguistic role to scaffold construction of knowledge -- 2.3Semiotic role to scaffold science meaning-making -- 2.4Epistemic and affective roles -- 3.Content andamp -- language as integrated or separate entities? -- 4.Closing remarks -- References -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Science |x Study and teaching. | |
| 650 | 0 | |a Language and education. | |
| 650 | 6 | |a Sciences |x Étude et enseignement. | |
| 650 | 7 | |a Language and education |2 fast | |
| 650 | 7 | |a Science |x Study and teaching |2 fast | |
| 700 | 1 | |a Lo, Yuen Yi, |d 1982- |e editor. | |
| 700 | 1 | |a Lin, Angel, |d 1962- |e editor. | |
| 758 | |i has work: |a Teaching, learning and scaffolding in CLIL science classrooms (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFyfCB6cVcGWyk8KTmqJDq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Teaching, learning and scaffolding in CLIL science classrooms |d Philadelphia : John Benjamins Publishing Company, [2021] |z 9789027208880 |w (DLC) 2021009591 |
| 830 | 0 | |a Benjamins current topics ; |v v. 115. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=6563629 |z Texto completo |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH38302268 | ||
| 938 | |a EBSCOhost |b EBSC |n 2916516 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6563629 | ||
| 994 | |a 92 |b IZTAP | ||