Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching:
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Stuttgart
ibidem Verlag
[2021]
|
| Series: | Nota bene – Bilingualism and Intercultural Dialog
1 |
| Subjects: | |
| Links: | http://deposit.dnb.de/cgi-bin/dokserv?id=4cb4e34b068949c69906e4e79a39918b&prov=M&dok_var=1&dok_ext=htm http://www.ibidemverlag.de http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678708&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Physical Description: | 366 Seiten Illustrationen, Diagramme |
| ISBN: | 9783838215136 3838215133 |
Staff View
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| 245 | 1 | 0 | |a Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching |c Bernd Klewitz |
| 263 | |a 202105 | ||
| 264 | 1 | |a Stuttgart |b ibidem Verlag |c [2021] | |
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| 650 | 0 | 7 | |a Content and language integrated learning |0 (DE-588)7709468-2 |2 gnd |9 rswk-swf |
| 653 | |a Bilingual Teaching | ||
| 653 | |a Bilinguale Kinder | ||
| 653 | |a Content and Language Integrated Learning (CLIL) | ||
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Record in the Search Index
| _version_ | 1819255343099674624 |
|---|---|
| adam_text | TABLE
OF
CONTENTS
CONTENT
AND
LANGUAGE
INTEGRATED LEARNING
(CLIL):
A
METHODOLOGY
OF
BILINGUAL
TEACHING
INTRODUCTION
............................................................................................
9
CHAPTER
1
BILINGUAL
CHILDREN
.........................................................
15
VIGNETTE
A
FAMILY
EXPERIMENT
..............................................
15
1.1
DISMANTLING
MYTHS
AND
LEGENDS
OF
BILINGUALISM
...........
16
1.2
THE
GUIDE
FOR
BILINGUAL
PARENTS
.........................................17
1.3
THE
GRADUATE
MEDICAL
SCHOOL
OF
HANOVER
.......................
19
1.4
THE
GAP
BETWEEN
KNOWING
AND
DOING
............................
20
1.5
THE
DUAL
SYSTEM
HYPOTHESIS
.............................................
22
1.6
THE
UNITARY
LANGUAGE
SYSTEM
HYPOTHESIS
......................
24
CHAPTER
2
NATIVIST
AND
COGNITIVE
POSITIONS
...............................
27
VIGNETTE
LANGUAGE
IS
THE
DRESS
OF
THOUGHT
...........................
27
2.1
THE
RESEARCH
ON
SECOND
LANGUAGE
ACQUISITION
.............
31
2.2
BEHAVIORISM
AND
A
BLACK
BOX
.............................................
32
2.3
THE
UNIVERSAL
GRAMMAR
AND
NOAM
CHOMSKY
...............
33
2.4
THE
MINIMALIST
POSITION
OF
RECURSION
...............................
36
2.5
THE
INPUT
AND
OUTPUT
HYPOTHESES
...................................
39
2.6
LANGUAGE
LEARNING
AS
A
SOCIAL
PROCESS
-
THE
ZONE
OF
PROXIMAL
DEVELOPMENT
(ZPD)
...........................................
42
CHAPTER
3
NATURE
VERSUS
NURTURE
..................................................
47
VIGNETTE
THE
AMERICAN
EXPERIENCE
.......................................
47
3.1
THE
FUNDAMENTAL
DIFFERENCE
HYPOTHESIS
.........................
50
3.2
LINKING
NATURE
AND
NURTURE
..............................................
53
3.3
ANTHROPOLOGY
SHEDS
A
NEW
LIGHT
.....................................
56
3.4
THE
NEURO-BIOLOGICAL
VIEW
................................................
59
3.5
THE
TASK-BASED
APPROACH
..................................................
61
5
CHAPTER
4
LEARNING
(FOREIGN)
LANGUAGES
IN
CULTURAL
CONTEXTS
-
HISTORIC
AND
CURRENT
DEVELOPMENTS
.......................................
65
VIGNETTE
THE
DUNERA
BOYS
......................................................
65
4.1
COMMUNICATIVE
LANGUAGE
TEACHING
AND
THE
GRAMMAR
QUESTION
.................................................................................
66
4.2
THE
COMMON
EUROPEAN
FRAMEWORK
FOR
LANGUAGES
.....
70
4.3
RETHINKING
FOREIGN
LANGUAGE
TEACHING
...........................
72
4.4
THE
TWO
TALES
OF
CLIL
.........................................................
76
4.5
CLIL
EXAMPLE
-
TEACHING
BAUHAUS
PROFESSOR
INGRID
ZELLER;
NORTHWESTERN
UNIVERSITY
.................
83
CHAPTER
5
DIMENSIONS
AND
CONTEXTS
OF
BILINGUAL
TEACHING
....119
VIGNETTE
INTERCULTURAL
ENCOUNTERS
IN
STUDENT
EXCHANGES
119
5.1
SCOTLAND
................................................................................
123
5.2
CANADA
AND
THE
US
.............................................................
124
5.3
AUSTRALIA
(&
DEUTSCHE
SCHULE
MELBOURNE)
.....................
129
5.4
GERMANY
AND
EUROPE
.........................................................
133
5.5
LEARNING
PRINCIPLES
.............................................................
140
5.6
PRINCIPLES
OF
QUALITY
TEACHING
(LUTHER
COLLEGE)
...........
147
5.7
TEACHING
DESIGN
AS
AN
INSTRUCTIONAL
MODEL
(MCKINNON
SECONDARY
COLLEGE)
.............................................................
152
5.8
LINGUISTIC
RISK
TAKING
(OTTAWA)
......................................
157
CHAPTER
6
BUILDING
BLOCKS
OF
CLIL
.............................................
161
VIGNETTE
WINDOWS
IN
THE
FOREIGN
LANGUAGE
CLASSROOM
.
161
6.1
FEATURES
OF
MULTI-PERSPECTIVE
LEARNING
..........................
167
6.2
GUIDING
QUESTIONS
FOR
CLIL
LESSON
PLANNING
..............
171
6.3
THE
4
CS
FRAMEWORK
..........................................................
172
6.4
DISCOURSE
COMPETENCES
-
BRIDGING
BICS
AND
CALP....
182
6.5
THE
LANGUAGE
TRIPTYCH
.....................................................
194
6.6
THE
BILINGUAL
TRIANGLE
AND
THE
THIRD
SPACE
...................
198
6.7
TASK
DESIGN
WHEEL
AND
TASK-VERBS
................................
201
6
6.8
PRIMACY
OF
CONTENT
.............................................................
206
6.9
SCAFFOLDING
AS
A
DUAL
TEACHING
STRATEGY
........................
208
CHAPTER
7
LITERARY
CLIL
.................................................................
215
VIGNETTE
INTERTEXTUALITY
..........................................................
215
7.1
LITERATURE
AS
PART
OF
THE
BILINGUAL
CURRICULUM
.............
220
7.2
LITERATURE
IN
THE
CEF
..........................................................
222
7.3
SELECTION
CRITERIA
.................................................................
225
7.4
NARRATIVES
OF
LITERARY
CLIL
..............................................
226
7.5
LITERARY
CLIL
AS
A
THEORY
OF
PRACTICE
.............................
228
7.6
STUDY
DESIGN
FOR
LITERARY
ANALYSIS
AND
CRITICISM
.......
230
7.7
LITERARY
STUDIES
IN
CONTEXTS,
GENRES
AND
TARGET
COUNTRIES
..............................................................................
237
7.8
INTERTEXTUALITY
......................................................................
277
CHAPTER
8
CLIL
TOOLS
AND
SKILLS
.................................................
285
VIGNETTE
WORKSHEET
COMPASS
..............................................
285
8.1
SCAFFOLDING
AS
A
TOOL
IN
CLIL
...........................................
286
8.2
TASK-BASED
LANGUAGE
TEACHING
(TBLT)
.........................
291
8.3
ENGLISH
UNLIMITED
(BLENDED
CONTENT-LANGUAGE
LEARNING)
...............................................................................
293
8.4
THE
VISUAL
TURN
..................................................................
294
8.5
LEAMSCAPES
.........................................................................
303
CHAPTER
9
CLIL
MODULES
...............................................................
307
VIGNETTE
TEACHING
UNITS
.......................................................
307
9.1
MEASURING
YOUR
MEDIA
(A2)
............................................
309
9.2
REFUGEES
(A2)
.....................................................................312
9.3
ANALYSING
POLITICAL
CARTOONS
(BL)
....................................
314
9.4
JACOBITES
AND
ENLIGHTENMENT
(BL)
....................................317
9.5
CALEDONIA
-
CREATING
A
PODCAST
(B2)
.............................
319
9.6
WAR
AND
PEACE
-
CALVIN
AND
HOBBES
(B2)
.....................
322
7
9.7
HERRINGBONE
TECHNIQUE
(B2+)
..........................................
324
9.8
ABSOLUTISM
(B2+)
................................................................
325
9.9
RECIPROCAL
TEACHING
(CL)
...................................................
327
9.10
INTERNATIONAL
RELATIONS
-
LIBYA
(CL)
................................
331
CHAPTER
10
CLIL
CHALLENGES
AND
DESIDERATA
...........................
335
VIGNETTE
VENN
DIAGRAM
.........................................................
335
10.1
CLIL
AS
A
CATALYST
FOR
CHANGE
.........................................
337
10.2
THE
INNOVATIVE
POTENTIAL
....................................................
340
10.3
COMPETENCE
AND
CONTENT
-
A
CLIL
EXAMPLE
.................
341
10.4
FUTURE
DIRECTIONS
................................................................
344
GLOSSARY
OF
TEACHING
STRATEGIES
AND
LEARNING
SKILLS
...............
347
8
|
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| discipline | Sprachwissenschaft Literaturwissenschaft |
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| id | DE-604.BV047275074 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T19:14:47Z |
| institution | BVB |
| institution_GND | (DE-588)1064121934 |
| isbn | 9783838215136 3838215133 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032678708 |
| oclc_num | 1261745260 |
| open_access_boolean | |
| owner | DE-824 DE-11 DE-739 DE-355 DE-BY-UBR |
| owner_facet | DE-824 DE-11 DE-739 DE-355 DE-BY-UBR |
| physical | 366 Seiten Illustrationen, Diagramme |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | ibidem Verlag |
| record_format | marc |
| series | Nota bene – Bilingualism and Intercultural Dialog |
| series2 | Nota bene – Bilingualism and Intercultural Dialog |
| spellingShingle | Klewitz, Bernd 1950- Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching Nota bene – Bilingualism and Intercultural Dialog Zweisprachiger Unterricht (DE-588)7581317-8 gnd Content and language integrated learning (DE-588)7709468-2 gnd |
| subject_GND | (DE-588)7581317-8 (DE-588)7709468-2 |
| title | Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching |
| title_auth | Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching |
| title_exact_search | Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching |
| title_full | Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching Bernd Klewitz |
| title_fullStr | Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching Bernd Klewitz |
| title_full_unstemmed | Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching Bernd Klewitz |
| title_short | Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching |
| title_sort | content and language integrated learning clil a methodology of bilingual teaching |
| topic | Zweisprachiger Unterricht (DE-588)7581317-8 gnd Content and language integrated learning (DE-588)7709468-2 gnd |
| topic_facet | Zweisprachiger Unterricht Content and language integrated learning |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=4cb4e34b068949c69906e4e79a39918b&prov=M&dok_var=1&dok_ext=htm http://www.ibidemverlag.de http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032678708&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV047368186 |
| work_keys_str_mv | AT klewitzbernd contentandlanguageintegratedlearningclilamethodologyofbilingualteaching AT ibidemverlag contentandlanguageintegratedlearningclilamethodologyofbilingualteaching |