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Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 1st Edition

  • Published By:
  • ISBN-10: 1799832686
  • ISBN-13: 9781799832683
  • DDC: 418.0071
  • 325 Pages | eBook
  • Original Copyright 2020 | Published/Released July 2020
  • This publication's content originally published in print form: 2020

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About

Overview

The growing interest in the problems of integrated foreign language teaching and professional disciplines is manifested in the formulation of new concepts and approaches, which at the moment are controversial. The lack of a common conceptual framework of integrated education in the system of higher professional education in different countries manifests itself in the attempts of researchers to either completely eliminate the achievements of their colleagues in this area or, without any scientific and practical justification, mechanically transfer foreign experiences in their conditions. Examining Content and Language Integrated Learning (CLIL) Theories and Practices is a cutting-edge research publication that investigates the different approaches and models of progressive technology within linguodidactics and the methodologies for teaching foreign languages. Highlighting a range of topics such as blended learning, cognition, and professional discourse, this book is essential for language teachers, linguists, curriculum developers, instructional designers, deans, researchers, practitioners, administrators, educators, academicians, and students.

Table of Contents

Front Cover.
Title Page.
Copyright Page.
Advances in Educational Technologies and Instructional Design (AETID) Book Series.
Titles in This Series.
Table of Contents.
Detailed Table of Contents.
Preface.
Scientific Foundations and Modern Directions of CLIL.
1: Modern Linguodidactics as a Scientific Foundation for FLT in Russia.
2: Linguodidactic Analysis of Professionally-Oriented Language Education and CLIL Special Features.
3: The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy.
4: Shifting Towards English Medium Instruction in Higher Education: Teacher Perceptions.
5: On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University.
Different Models of Practical Implementation of CLIL.
6: Practical Implementation of Integrative Bilingual Teaching/Learning at a Technical University.
7: CLIL Pedagogy: Insights and Practices – The Case of Tomsk Polytechnic University.
8: Implementing English-Taught Programmes in Higher Education in Spain: The Case of the University of Córdoba.
9: The Development of a University CLIL Model Integrating Economic Disciplines and Academic English.
10: Lawyer's ICC as a Result of Integration of Linguo-Didactics, Linguoculturology, and Jurisprudence: New Perspectives of ESP.
Analysis of Various Approaches and Technologies in CLIL.
11: Cognitive Aspects of Foreign Language Professional Discourse Teaching While Realizing Projects.
12: Content-Based EFL Teaching to Undergraduate Science Students: A Discourse Perspective.
13: Discourse-Based Approach to Practicing L2 Prosody in a Workplace Communication Course: A Review of Recent Research and Instruction.
14: Research Project's Solution of Communicative-Cognitive Problem-Based Tasks of Flexible Foreign Language Reading: Interrelation of Flexible Foreign Language Reading With Writing, Speaking, and Listening.
15: Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology.
Compilation of References.
About the Contributors.
Index.