Content and Language Integrated Learning (CLIL)

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Klewitz, Bernd
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Berlin : Ibidem Verlag, 2021.
Colección:Nota bene - Bilingualism and Intercultural Dialog.
Temas:
Language and languages > Computer-assisted instruction.
Langage et langues > Enseignement assisté par ordinateur.
Language and languages > Computer-assisted instruction
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • Introduction
  • Chapter 1 Bilingual Children
  • Vignette "A Family Experiment"
  • 1.1 Dismantling Myths and Legends of Bilingualism
  • 1.2 The Guide for Bilingual Parents
  • 1.3 The Graduate Medical School of Hanover
  • 1.4 The Gap Between Knowing and Doing
  • 1.5 The Dual System Hypothesis
  • 1.6 The Unitary Language System Hypothesis
  • Chapter 2 Nativist and Cognitive Positions
  • Vignette "Language is the dress of thought"
  • 2.1 The Research on Second Language Acquisition
  • 2.2 Behaviorism and a Black Box
  • 2.3 The Universal Grammar and Noam Chomsky
  • 2.4 The Minimalist Position of Recursion
  • 2.5 The Input and Output Hypotheses
  • 2.6 Language Learning as a Social Process- The Zone of Proximal Development (ZPD)
  • Chapter 3 Nature versus Nurture
  • Vignette "The American Experience"
  • 3.1 The Fundamental Difference Hypothesis
  • 3.2 Linking Nature and Nurture
  • 3.3 Anthropology Sheds a New Light
  • 3.4 The Neuro-biological View
  • 3.5 The Task-based Approach
  • Chapter 4 Learning (Foreign) Languages in Cultural Contexts- Historic and Current Developments
  • Vignette "The Dunera Boys"
  • 4.1 Communicative Language Teaching and the Grammar Question
  • 4.2 The Common European Framework for Languages
  • 4.3 Rethinking Foreign Language Teaching
  • 4.4 The Two Tales of CLIL
  • 4.5 CLIL Example-Teaching "Bauhaus" Professor Ingrid Zeller
  • Northwestern University
  • Chapter 5 Dimensions and Contexts of Bilingual Teaching
  • Vignette "Intercultural Encounters in Student Exchanges"
  • 5.1 Scotland
  • 5.2 Canada and the US
  • 5.3 Australia (& Deutsche Schule Melbourne)
  • 5.4 Germany and Europe
  • 5.5 Learning Principles
  • 5.6 Principles of Quality Teaching (Luther College)
  • 5.7 Teaching Design as an Instructional Model (McKinnon Secondary College)
  • 5.8 Linguistic Risk Taking (Ottawa)
  • Chapter 6 Building Blocks of CLIL
  • Vignette "Windows in the Foreign Language Classroom"
  • 6.1 Features of Multi-perspective Learning
  • 6.2 Guiding Questions for CLIL Lesson Planning
  • 6.3 The 4 Cs Framework
  • 6.4 Discourse Competences-Bridging BICS and CALP
  • 6.5 The Language Triptych
  • 6.6 The Bilingual Triangle and the Third Space
  • 6.7 Task Design Wheel and Task-verbs
  • 6.8 Primacy of Content
  • 6.9 Scaffolding as a Dual Teaching Strategy
  • Chapter 7 Literary CLIL
  • Vignette "Intertextuality"
  • 7.1 Literature as Part of the Bilingual Curriculum
  • 7.2 Literature in the CEF
  • 7.3 Selection Criteria
  • 7.4 Narratives of Literary CLIL
  • 7.5 Literary CLIL as a Theory of Practice
  • 7.6 Study Design for Literary Analysis and Criticism
  • 7.7 Literary Studies in Contexts, Genres and Target Countries
  • 7.8 Intertextuality
  • Chapter 8 CLIL Tools and Skills
  • Vignette "Worksheet Compass"
  • 8.1 Scaffolding as a Tool in CLIL
  • 8.2 Task-based Language Teaching (TBLT)
  • 8.3 English Unlimited (blended content-language learning)
  • 8.4 The Visual Turn

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