大葉大學圖書館 |

Teaching, learning and scaffolding in CLIL science classrooms[electronic resource] /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	507.1
書名/作者:	Teaching, learning and scaffolding in CLIL science classrooms/ edited by Yuen Yi Lo, Angel M.Y. Lin.
其他作者:	Lo, Yuen Yi,
出版者:	Amsterdam : : John Benjamins Publishing Company,, c2021.
面頁冊數:	1 online resource (191 p.)
標題:	Science - Study and teaching.
標題:	Language and education.
ISBN:	9789027259790
書目註:	Includes bibliographical references and index.
摘要、提要註:	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).
電子資源:	https://portal.igpublish.com/iglibrary/search/JOBE0003929.html

Teaching, learning and scaffolding in CLIL science classrooms[electronic resource] /
Teaching, learning and scaffolding in CLIL science classrooms[electronic resource] /edited by Yuen Yi Lo, Angel M.Y. Lin. - Amsterdam :John Benjamins Publishing Company,c2021. - 1 online resource (191 p.) - Benjamins current topics,v. 1151874-0081 ;.

Includes bibliographical references and index.

Access restricted to authorized users and institutions.

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).

Mode of access: World Wide Web.

ISBN: 9789027259790Subjects--Topical Terms:

338669
Science
--Study and teaching.

LC Class. No.: Q181

Dewey Class. No.: 507.1

Teaching, learning and scaffolding in CLIL science classrooms[electronic resource] /
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