Teaching, Learning and Scaffolding in CLIL Science Classrooms

ORCID logoYuen Yi Lo | The University of Hong Kong
Angel M.Y. Lin | Simon Fraser University
ISBN 9789027208880 | EUR 85.00 | USD 128.00
ISBN 9789027259790 | EUR 85.00 | USD 128.00
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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
Cited by

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. DOI logo
[no author supplied]
2023. EMI book alerts. Journal of English-Medium Instruction 2:1  pp. 101 ff. DOI logo

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CJA: Language teaching theory & methods

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ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2021009591 | Marc record