Table of contents
Introduction
Teaching, learning and scaffolding in CLIL science classrooms
1
Chapters
Language focused episodes by monolingual teachers in English Medium Instruction science lessons
17
The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of content
43
Teacher language awareness and scaffolded interaction in CLIL science classrooms
63
Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept
sketches
85
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”
115
Scaffolding for cognitive and linguistic challenges in CLIL science assessments
143
Commentary
The role of language in scaffolding content & language integration in CLIL science classrooms
169
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