tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students’ learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The educational approach known as Content and Language Integrated Learning (CLIL), in which content is taught partly through a foreign language, has gained great popularity in Europe in the past few decades. In Finland, CLIL has been in use since 1991 and, despite some fluctuations in its popularity, has gained a relatively stable place in the Finnish education system. CLIL has been extensively studied, but previous CLIL research has mostly focused on pupils currently enrolled in CLIL. This study takes a novel perspective by investigating CLIL retrospectively, through the eyes of former pupils. The data used are in-depth interviews with 24 former pupils who attended a CLIL class in Finland in the 1990s. The interviews were analyzed using… Continue Reading →
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eric.ed.gov har udgivet: It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Math sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants’ attention to language and content. Results from the… Continue Reading →
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