| DC Field | Value | Language |
|---|
| dc.contributor.author | M.Y., Angel | - |
| dc.date.accessioned | 2021-04-21T09:35:30Z | - |
| dc.date.available | 2021-04-21T09:35:30Z | - |
| dc.date.issued | 2016 | - |
| dc.identifier.isbn | 978-981-10-1802-2 | - |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/235 | - |
| dc.description | It is the aim of the book to offer a road map for the interested student and researcher
in what appears to be a ‘swampland’ (borrowing a metaphor from Christiane
Dalton-Puffer) in the fast burgeoning literature of diverse yet overlapping areas of
research that can all bear on the work of teachers having to support students’
learning content in a second, foreign or additional language, and very often in EAL.
This book, in particular, aims at making two key contributions to the field. First,
with its grounding in research in the past three decades in bilingual education, genre
and register analysis, sociolinguistics, functional linguistics and sociocultural the-
ories of language and literacy development, it seeks to critically review and inte-
grate a diverse range of theories and disciplines to generate an accessible set of
theoretical insights and principles that can inform teachers, students, parents, policy
makers, researchers and teacher educators who are engaged in some form of work
related to learning and teaching content in L2 or EAL. Second, the book is
grounded in the concrete needs expressed by practitioners in front-line classrooms,
school administrators, government policy makers, parents and students who need to
tackle the day-to-day challenges and issues confronting them. These issues include
how to facilitate the collaboration between content teachers and language teachers
or between the content subject panels and the language panels, how to provide
language support using a cross-curricular approach to students’ learning content in
an L2, how to design materials that offer that support, how to design classroom
scaffolding strategies that address both the content and language learning needs of
students, how to raise the language awareness of content teachers, how to raise the
content awareness of language teachers, how to design appropriate ways of pro-
viding extra support in different school contexts (e.g. through adjunct language
classes or through content and language integrated classes; through content-rich
language classes or through language-rich content classes), how much of the aca-
demic language support should be made through explicit or implicit instruction, or
through inductive, discovery or deductive explanatory approaches, how can
assessment be designed to give due weight to both the language and content
learning outcomes, what is the role of school leadership in facilitating
whole-school approach in the provision of cross-curricular language support and
how can parents be involved in this process. | en_US |
| dc.description.abstract | Language Across the Curriculum (LAC) and Content and Language Integrated
Learning (CLIL) constitute rapidly growing areas of both research and practice in
many parts of the world, especially in Asia, Australia and Europe. In recent years,
LAC and CLIL are gaining intense attention particularly in contexts where English
is learnt as a foreign language or as an additional language | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Springer | en_US |
| dc.subject | English | en_US |
| dc.subject | Language | en_US |
| dc.title | Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts | en_US |
| dc.title.alternative | Theory and Practice | en_US |
| dc.type | Book | en_US |
| Appears in Collections: | ARTS & SCIENCE
|
