Teaching, Learning and Scaffolding in CLIL Science Classrooms
Yuen Yi Lo | The University of Hong Kong
Angel M.Y. Lin | Simon Fraser University
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
© John Benjamins
Table of Contents
Teaching, learning and scaffolding in CLIL science classroomsYuen Yi Lo and Angel M. Y. Lin | pp. 1–15
Language focused episodes by monolingual teachers in English Medium Instruction science lessonsJiangshan An, Ernesto Macaro and Ann Childs | pp. 17–42
The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of contentMarianne Turner | pp. 43–62
Teacher language awareness and scaffolded interaction in CLIL science classroomsDaozhi Xu and Gary James Harfitt | pp. 63–83
Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketchesCaroline Ho, June Kwai Yeok Wong and Natasha Anne Rappa | pp. 85–113
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”Peichang He and Angel M. Y. Lin | pp. 115–143
Scaffolding for cognitive and linguistic challenges in CLIL science assessmentsYuen Yi Lo, Wai-mei Lui and Mona Wong | pp. 143–168
The role of language in scaffolding content & language integration in CLIL science classroomsKok-Sing Tang | pp. 169–181
Index | pp. 182–183
Cited by 2 other publications
Dalton-Puffer, Christiane, Julia Hüttner & Ana Llinares
2022. CLIL in the 21st Century. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 182 ff.
[no author supplied]
2023. EMI book alerts. Journal of English-Medium Instruction 2:1 ► pp. 101 ff.
This list is based on CrossRef data as of 5 march 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number: 2021009591 | Marc record