Curriculum Integrated Language Teaching

Kim Bower · Do Coyle · Russell Cross · Gary N. Chambers

jul. del 2020 · Cambridge University Press

Llibre electrònic

235

Pàgines

Sobre aquest llibre

Do your students struggle to see the point in learning a language other than English? Do you teach in an English-dominant setting? If so, this book is a 'must-read'. It offers international perspectives on CLIL, a revolutionary teaching approach where students study subjects, for example physics or history, in a language which is not their own. Informed by research carried out by the authors, it addresses the issues of developing CLIL in Anglophone contexts and shows how to implement this method of language learning successfully in the reality of the classroom. Through three key themes, sustainability, pedagogy and social justice, each author explores CLIL as a means of addressing the high levels of cultural diversity and socio-economic disparity in Anglophone-dominant settings. Authored by experts in the field, it offers a set of flexible teaching tools, which serve to combine language and content, ultimately enhancing the learning experience of students.

Sobre l'autor

Kim Bower is Professor of Innovation in Languages Education at Sheffield Hallam University and president-elect of the Association for Language Learning. She is a Principle Fellow of the Higher Education Academy and was awarded a National Fellowship for her leadership and research in curriculum innovation in languages and teacher education.

Do Coyle holds a chair in Languages Education and Classroom Pedagogy at the University of Edinburgh. She is an international expert in CLIL and has played a major role in the European movement associated with bilingual and modern languages education.

Russell Cross is Associate Professor in Language and Literacy Education within the Melbourne Graduate School of Education where he leads their teaching and research initiatives in Languages education, including CLIL.

Gary N. Chambers is Professor of Education at the University of Leeds. He has published widely on many aspects of Modern Foreign Languages (MFL) learning and teaching.

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