This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice. The authors show how CLIL and EMI practices are carried out in different institutional contexts and demonstrate how both approaches can benefit language and content acquisition. This book is addressed to second/foreign language teaching staff involved in teaching in English at primary education, secondary education, and higher education levels. …mehr
This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice. The authors show how CLIL and EMI practices are carried out in different institutional contexts and demonstrate how both approaches can benefit language and content acquisition. This book is addressed to second/foreign language teaching staff involved in teaching in English at primary education, secondary education, and higher education levels.
María Luisa Carrió-Pastor is Professor and Head of the Applied Linguistics Department at Universitat Politècnica de València, Spain. Begoña Bellés-Fortuño is a Senior Lecturer in the Department of English Studies and Director of the IULMA research institute at Universitat Jaume I, Spain.
Inhaltsangabe
Chapter 1: Introduction (Begoña Bellés Fortuño).- Chapter 2: CLIL vs EMI: Different Approaches or the Same Dog with a Different Collar? (María Luisa Carrió-Pastor).- Chapter 3: 'How Do I Find the Limit?': Risk Management in EMI and CLIL at University (Monika Wozniak and Fiona Crean).- Chapter 4: Can EMI Contribute to Enhancing Lecturers' and Students' Intercultural Competence? (Marta Aguilar).- Chapter 5: Focus on Language in CBI: How Pre-Service Teachers Work with Language Objectives and Language-Focused Activities in Content-Based Lessons (Anna Krulatz).- Chapter 6: Understanding Lecturers' Practices and Processes: An Investigation of English Medium Education in a Spanish Multilingual University (Niall Curry and Pascual Pérez-Paredes).- Chapter 7: The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIS) (Zhenya Ter-Vardanyan).- Chapter 8: Improving Second Language Writing Across the Disciplines: Resources for Content Teachers (Renia Lopez-Ozieblo).- Chapter9: Teaching Foreign Languages and Literatures from an Intercultural Perspective: A Case Study of the Italian Secondary School (Josep Ballester-Roca and Camilla Spaliviero).- Chapter 10: Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training (Anna Marzà).- Chapter 11: CLIL Assessment: Accommodating the Curricular Design in HE (Begoña Bellés-Fortuño).- Chapter 12: A Vindication for Teaching Teachers: Degrees of Success of Trained vs. Non-Trained School Instructors in the CLIL Classroom (Francisco J. Álvarez Gil).- Chapter 13: Thinking Skills in Exam Models for CLIL Primary Subjects: Some Reflections for Teachers (María Ángeles Martín del Pozo and Débora Rascón Estébanez).- Chapter 14: Concluding Remarks on Teaching Language and Content in Multilingual Classrooms: CLIL and EMI Approaches (María Luisa Carrió-Pastor).
Chapter 1: Introduction (Begoña Bellés Fortuño).- Chapter 2: CLIL vs EMI: Different Approaches or the Same Dog with a Different Collar? (María Luisa Carrió-Pastor).- Chapter 3: 'How Do I Find the Limit?': Risk Management in EMI and CLIL at University (Monika Wozniak and Fiona Crean).- Chapter 4: Can EMI Contribute to Enhancing Lecturers' and Students' Intercultural Competence? (Marta Aguilar).- Chapter 5: Focus on Language in CBI: How Pre-Service Teachers Work with Language Objectives and Language-Focused Activities in Content-Based Lessons (Anna Krulatz).- Chapter 6: Understanding Lecturers' Practices and Processes: An Investigation of English Medium Education in a Spanish Multilingual University (Niall Curry and Pascual Pérez-Paredes).- Chapter 7: The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIS) (Zhenya Ter-Vardanyan).- Chapter 8: Improving Second Language Writing Across the Disciplines: Resources for Content Teachers (Renia Lopez-Ozieblo).- Chapter9: Teaching Foreign Languages and Literatures from an Intercultural Perspective: A Case Study of the Italian Secondary School (Josep Ballester-Roca and Camilla Spaliviero).- Chapter 10: Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training (Anna Marzà).- Chapter 11: CLIL Assessment: Accommodating the Curricular Design in HE (Begoña Bellés-Fortuño).- Chapter 12: A Vindication for Teaching Teachers: Degrees of Success of Trained vs. Non-Trained School Instructors in the CLIL Classroom (Francisco J. Álvarez Gil).- Chapter 13: Thinking Skills in Exam Models for CLIL Primary Subjects: Some Reflections for Teachers (María Ángeles Martín del Pozo and Débora Rascón Estébanez).- Chapter 14: Concluding Remarks on Teaching Language and Content in Multilingual Classrooms: CLIL and EMI Approaches (María Luisa Carrió-Pastor).
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