The psychological experience of integrating content and language / edited by Kyle R. Talbot, Marie-Theres Gruber and Rieko Nishida.

Format:

Book

Contributor:

Talbot, Kyle Read, 1988- editor.

Gruber, Marie-Theres, 1987- editor.

Nishida, Rieko, 1972- editor.

Series:

Psychology of language learning and teaching.

Psychology of Language Learning and Teaching ; 12

Language:

English

Subjects (All):

Language arts--Correlation with content subjects.

Language arts.

Physical Description:

1 online resource (xxiii, 301 pages) : illustrations

Place of Publication:

Bristol, England ; Blue Ridge Summit, Pennsylvania : Multilingual Matters, [2021]

Summary:

This book explores the psychology of teaching and learning a subject through a second or other language. It highlights the challenges and benefits of teaching and learning in integrated content and language settings and covers themes such as identity, self-concept, cognition, beliefs, well-being, interventions and professional development.

Contents:

Frontmatter

Contents

Tables and Figures

External Reviewers

Abbreviations

Contributors

Acknowledgments

1 Introduction

2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland

3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education

4 CLIL as a Vehicle for a Positive English Selfconcept: An Analysis of One Former Student’s Life Course

5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example

6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape

7 Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers’ Practices in CLIL and EFL

8 ‘So, after a Week, I Became a Teacher of English’: Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education

9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria

10 ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service

11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers

12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales

13 Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content

14 A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL

15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina

16 Conclusion: Challenges, Opportunities, Implications and Future Directions

Index

Notes:

Description based on print version record.

ISBN:

1-78892-430-4

OCLC:

1241098914