Literaturnachweis - Detailanzeige
Autor/in | Hansen-Pauly, Marie-Anne |
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Titel | CLIL as a new momentum for learning? Reconsidering the differences between languages as subjects and vehicular languages in Luxembourg schools. |
Quelle | Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 221-238 |
Sprache | englisch |
Dokumenttyp | gedruckt; Sammelwerksbeitrag |
ISBN | 978-3-631-64400-3 |
Schlagwörter | Bildungssprache; Empirische Untersuchung; Unterrichtsbeobachtung; Schuljahr 10; Schuljahr 12; Sekundarbereich; Lernprozess; Deutsch; Unterrichtssprache; Bilingualer Unterricht; Mehrsprachigkeit; Englisch; Französisch; Geografieunterricht; Geschichtsunterricht; Nationalsprache; Luxemburg |
Abstract | After a presentation of CLIL features in Luxembourg secondary education, a theoretical framework for CLIL teacher education will be introduced. It takes into account various roles of language in the learning process, intercultural elements and issues of linguistic mediation as well as questions related to academic language. Language as well as subject teachers are targeted. Examples of projects with a CLIL focus allow pointing out crucial aspects of learning and the need to develop professional practitioners. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2015/2 |