Teaching, Learning and Scaffolding in CLIL Science Classrooms / edited by Yuen Yi Lo and Angel M. Y. Lin.

Format:

Book

Contributor:

Lo, Yuen Yi, 1982- editor.

Lin, Angel, 1962- editor.

Series:

Benjamins current topics ; Volume 115.

Benjamins Current Topics Series ; Volume 115

Language:

English

Subjects (All):

Science--Study and teaching.

Science.

Language and education.

Physical Description:

1 online resource (191 pages)

Edition:

First edition.

Place of Publication:

Amsterdam, Netherlands : John Benjamins Publishing Company, [2021]

Summary:

"This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars' consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges - mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of "scaffolding", this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019)"-- Provided by publisher.

Contents:

Prelim pages

Table of contents

Teaching, learning and scaffolding in CLIL science classrooms

Language focused episodes by monolingual teachers in English Medium Instruction science lessons

The positioning of Japanese in a secondary CLIL science classroom in Australia

Teacher language awareness and scaffolded interaction in CLIL science classrooms

Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches

Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”

Scaffolding for cognitive and linguistic challenges in CLIL science assessments

The role of language in scaffolding content & language integration in CLIL science classrooms

Index

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

Includes bibliographical references and index.

ISBN:

9789027259790

9027259798

OCLC:

1245248701