Teaching, learning and scaffolding in CLIL science classrooms /

Mostrar otras versiones (1)

"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'...

Descripción completa

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Lo, Yuen Yi, 1982- (Editor ), Lin, Angel, 1962- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2021]
Colección:Benjamins current topics ; v. 115.
Temas:
Science > Study and teaching.
Language and education.
Sciences > Étude et enseignement.
Language and education
Science > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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.

Ejemplares similares