Teaching, Learning and Scaffolding in CLIL Science Classrooms

Editors
| The University of Hong Kong
| Simon Fraser University
HardboundAvailable
ISBN 9789027208880 | EUR 85.00 | USD 128.00
 
e-Book
ISBN 9789027259790 | EUR 85.00 | USD 128.00
 
This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars’ consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges – mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of “scaffolding”, this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019).
[Benjamins Current Topics, 115]  2021.  v, 183 pp.
Publishing status: Available
Table of Contents
Teaching, learning and scaffolding in CLIL science classrooms
Yuen Yi Lo and Angel M.Y. Lin
1–15
Language focused episodes by monolingual teachers in English Medium Instruction science lessons
Jiangshan An, Ernesto Macaro and Ann Childs
17–42
The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of content
Marianne Turner
43–62
Teacher language awareness and scaffolded interaction in CLIL science classrooms
Daozhi Xu and Gary James Harfitt
63–83
Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches
Caroline Ho, June Kwai Yeok Wong and Natasha Anne Rappa
85–113
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”
Peichang He and Angel M.Y. Lin
115–142
Scaffolding for cognitive and linguistic challenges in CLIL science assessments
Yuen Yi Lo, Wai-mei Lui and Mona Wong
143–167
The role of language in scaffolding content & language integration in CLIL science classrooms
Kok-Sing Tang
169–181
Index
182
Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2021009591 | Marc record