CLILContent and Language Integrated Learning
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References in periodicals archive ?
The concepts and practices of FG are particularly relevant to those teaching in CLIL programs, which are growing in Australia and elsewhere.
Some of the children were enrolled in traditional mainstream EFL programs (3-4 hours of English classes per week) and others in CLIL programs (7-8 hours of both English language and content classes in English per week).
The basis of our Creative Teaching for this project was the use of the CLIL (Content Language Integrated Learning) methodology which, in reference to the 4Cs curriculum (Coyle, 1999), combines and intervenes four fundamental elements of language: Content (progression in knowledge, skills and understanding related to specific elements of a defined curriculum), Communication (using language to learn whilst learning to use language), Cognition (developing thinking skills which link concept formation--abstract and concrete -, understanding and language) and Culture (exposure to alternative perspectives and shared understandings, which deepens awareness of otherness and self) (Darn, 2006).
Discourse analysis based on Martin and Rose's taxonomy: a case of promoting student discourse on the CLIL PhD programme in religion philosophy.
CLIL in higher education contexts (Barreiro Elorza and Sancho Guinda; Belles-Fortuno and Ferrer Alcantud).
The Roles of Language in CLIL. Cambridge: Cambridge University Press.