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Alcaraz-Mármol, Germa – Latin American Journal of Content and Language Integrated Learning, 2018
Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The…
Descriptors: Foreign Countries, Bilingual Education, Elementary School Teachers, Language Usage
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Hansen-Thomas, Holly; Langman, Juliet; Sokoloski, Tiffany Farias – Latin American Journal of Content and Language Integrated Learning, 2018
This study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore's theory on learning: making teaching visible in order to develop the students' thinking. In the contexts of training both before and after service, a study…
Descriptors: Metalinguistics, Bilingualism, Teaching Methods, Teacher Attitudes
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Ghaedrahmat, Mahdi; Alavi Nia, Parviz; Biria, Reza – Latin American Journal of Content and Language Integrated Learning, 2016
This pragmatic study investigated the speech act of thanking as used by non-native speakers of English. The study was an attempt to find whether the pragmatic awareness of Iranian EFL learners could be improved through explicit instruction of the structure of the speech act of "Thanking". In fact, this study aimed to find out if there…
Descriptors: Teaching Methods, Speech Acts, English (Second Language), Second Language Instruction
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Coyle, Do – Latin American Journal of Content and Language Integrated Learning, 2015
The expansion of Content and Language Integrated Learning (CLIL) on a global scale has brought to the fore challenges of how alternative, more holistic approaches to learning might transform classrooms into language-rich transcultural environments. Integrated approaches can offer learners opportunities to engage in meaning-making and language…
Descriptors: Course Content, Teaching Methods, Second Language Learning, Second Language Instruction
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Agolli, Renata – Latin American Journal of Content and Language Integrated Learning, 2015
This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] shared learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language…
Descriptors: Second Language Learning, Code Switching (Language), Language Usage, Learning Experience