Teaching, Learning and Scaffolding in CLIL Science Classrooms
Special issue of the Journal of Immersion and Content-Based Language Education 7:2 (2019)
Editors
[Journal of Immersion and Content-Based Language Education, 7:2] 2019. v, 178 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Teaching, learning and scaffolding in CLIL science classroomsYuen Yi Lo & Angel M. Y. Lin | pp. 151–165
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Language focused episodes by monolingual teachers in English Medium Instruction science lessonsJiangshan An, Ernesto Macaro & Ann Childs | pp. 166–191
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The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of contentMarianne Turner | pp. 192–211
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Teacher language awareness and scaffolded interaction in CLIL science classroomsDaozhi Xu & Gary James Harfitt | pp. 212–232
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Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketchesCaroline Ho, June Kwai Yeok Wong & Natasha Anne Rappa | pp. 233–260
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Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”Peichang He & Angel M. Y. Lin | pp. 261–288
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Scaffolding for cognitive and linguistic challenges in CLIL science assessmentsYuen Yi Lo, Wai-mei Lui & Mona Wong | pp. 289–314
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The role of language in scaffolding content & language integration in CLIL science classroomsKok-Sing Tang | pp. 315–328
Introduction
Articles
Commentary
Subjects
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General