CLIL as a new momentum for learning? Reconsidering the differences between languages as subjects and vehicular languages in Luxembourg schools.

Autor/in	Hansen-Pauly, Marie-Anne
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. 221-238Verfügbarkeit
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