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- Author: Anonym
- Publisher: GRIN Verlag
- Year: 2020
- Pages: 24
- ISBN-10: 3346135802
- ISBN-13: 9783346135803
- Format: 14.8 x 21 x 0.2 cm, minkšti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
The Concept of Content and Language Integrated Learning (CLIL) (e-book) (used book) | bookbook.eu
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Description
Seminar paper from the year 2018 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 2,0, University of Cologne, language: English, abstract: This term paper describes and reflects on the concept of CLIL (Content and Language Integrated Learning) from different angles. Firstly, the concept itself is introduced and defined. By doing this, a distinction between CLIL and immersion is conducted. Since there are numerous definitions and interpretations of CLIL within Europe, a closer look is taken to CLIL within the European context. Similarities and differences between educational systems are presented. Secondly, the practical implementation of CLIL in class is observed by describing the example of textual work. Thirdly, the focus is on scaffolding in general and its numerous manifestations that can be used to support CLIL learners. In doing so, a distinction between verbal and content related scaffolding techniques is made.
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- Author: Anonym
- Publisher: GRIN Verlag
- Year: 2020
- Pages: 24
- ISBN-10: 3346135802
- ISBN-13: 9783346135803
- Format: 14.8 x 21 x 0.2 cm, minkšti viršeliai
- Language: English English
Seminar paper from the year 2018 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 2,0, University of Cologne, language: English, abstract: This term paper describes and reflects on the concept of CLIL (Content and Language Integrated Learning) from different angles. Firstly, the concept itself is introduced and defined. By doing this, a distinction between CLIL and immersion is conducted. Since there are numerous definitions and interpretations of CLIL within Europe, a closer look is taken to CLIL within the European context. Similarities and differences between educational systems are presented. Secondly, the practical implementation of CLIL in class is observed by describing the example of textual work. Thirdly, the focus is on scaffolding in general and its numerous manifestations that can be used to support CLIL learners. In doing so, a distinction between verbal and content related scaffolding techniques is made.
Reviews