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Building Disciplinary Literacies in Content and Language Integrated Learning (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education) - Tapa dura
Sinopsis
Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants’ educational outcomes.
The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points.
This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers.
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Acerca del autor
Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria.
Christiane Dalton-Puffer is Professor of English Language Linguistics at the University of Vienna, Austria. She is the co-series editor for the CLIL and Plurilingual Education book series with Routledge.
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Building Disciplinary Literacies in Content and Language Integrated Learning
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Julia Huettner is Professor of English Language Education at the University of Vienna, Austria.Christiane Dalton-Puffer is Professor of English Language Linguistics at the University of Vienna, Austria. She is the co-series editor for. Nº de ref. del artículo: 1360453874
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Building Disciplinary Literacies in Content and Language Integrated Learning (Hardcover)
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Taylor & Francis Ltd, London, 2024
ISBN 10: 1032517298
ISBN 13: 9781032517292
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Hardcover. Condición: new. Hardcover. Huettner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants educational outcomes.The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points.This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers. Huettner and Dalton-Puffer present research demonstrating the tangible benefits of long-term sustainability of Content and Language Integrated Learning (CLIL) on participants educational outcomes. A useful reference for graduate students studying applied linguistics, language teachers and teacher trainers. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Nº de ref. del artículo: 9781032517292
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Building Disciplinary Literacies in Content and Language Integrated Learning (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)
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