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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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:	Date Event June 2013 Published
Date of first compliant deposit:	1 August 2016
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

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