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Promoting metalanguage awareness among CLIL content teachers

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Banegas, Dario Luis (2013) Promoting metalanguage awareness among CLIL content teachers. Linguistics and Education, Volume 24 (Number 2). pp. 260-261. ISSN 0898-5898

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Official URL: http://dx.doi.org/10.1016/j.linged.2013.02.001

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Abstract

Content and Language Integrated Learning (CLIL) is an approach particularly implemented and investigated in Europe.
CLIL usually refers to the teaching of a subject or curricular content together with another language (Dale & Tanner, 2012).
Conceived as an umbrella term, the multiplicity of models found in practice (Coyle, Hood, & Marsh, 2010) may be placed along a continuum which moves from content-driven models such as bilingual education to language-driven models such as project work. The Roles of Language in CLIL is positioned at the content end with a two-fold aim: examining discourse and genres in the CLIL classroom and promoting language awareness among CLIL content teachers.

Item Type: Book Review
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LC Special aspects of education
Divisions: Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH): English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching -- Foreign speakers -- Aids and devices, Books -- Reviews
Journal or Publication Title: Linguistics and Education
Publisher: Elsiever
ISSN: 0898-5898
Book Title: The Roles of Language in CLIL
Official Date: June 2013
Dates:
DateEvent
June 2013Published
Volume: Volume 24
Number: Number 2
Page Range: pp. 260-261
DOI: 10.1016/j.linged.2013.02.001
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 1 August 2016
Date of first compliant Open Access: 1 August 2016

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