File Download

There are no files associated with this item.

Supplementary

Conference Paper: Content and Language Integrated Learning (CLIL): Challenges and promises

TitleContent and Language Integrated Learning (CLIL): Challenges and promises
Authors
Issue Date2016
Citation
The 2016 International Conference on Applied Linguistics and Language Teaching (ALLT), National Taiwan University of Science and Technology, Taipei, Taiwan, 15-16 April 2016. How to Cite?
AbstractIn many East Asian schools, English language learning is still largely characterized by grammar and vocabulary exercises which aim at preparing students for pubic examinations rather than for genuine communication. The turn of this century has, however, seen a rising trend of using content-based instruction (CBI) approaches, especially in the form of content and language integrated learning (CLIL), as a way to provide authentic communicative contexts for the learning of both content and English as an L2. This kind of CBI seems to be especially sought after in many East Asian societies where English is largely a foreign language (i.e., not used by students and teachers as a daily language for authentic communicative purposes). In this paper the rise of CLIL as an approach to CBI and its attendant challenges and promises will be discussed with examples from Hong Kong.
Persistent Identifierhttp://hdl.handle.net/10722/227581

 

DC FieldValueLanguage
dc.contributor.authorLin, AMY-
dc.date.accessioned2016-07-18T09:11:37Z-
dc.date.available2016-07-18T09:11:37Z-
dc.date.issued2016-
dc.identifier.citationThe 2016 International Conference on Applied Linguistics and Language Teaching (ALLT), National Taiwan University of Science and Technology, Taipei, Taiwan, 15-16 April 2016.-
dc.identifier.urihttp://hdl.handle.net/10722/227581-
dc.description.abstractIn many East Asian schools, English language learning is still largely characterized by grammar and vocabulary exercises which aim at preparing students for pubic examinations rather than for genuine communication. The turn of this century has, however, seen a rising trend of using content-based instruction (CBI) approaches, especially in the form of content and language integrated learning (CLIL), as a way to provide authentic communicative contexts for the learning of both content and English as an L2. This kind of CBI seems to be especially sought after in many East Asian societies where English is largely a foreign language (i.e., not used by students and teachers as a daily language for authentic communicative purposes). In this paper the rise of CLIL as an approach to CBI and its attendant challenges and promises will be discussed with examples from Hong Kong.-
dc.languageeng-
dc.relation.ispartofInternational Conference on Applied Linguistics & Language Teaching, ALLT 2016-
dc.relation.ispartof2016 應用語言學暨語言教學國際研討會-
dc.titleContent and Language Integrated Learning (CLIL): Challenges and promises-
dc.typeConference_Paper-
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.identifier.authorityLin, AMY=rp01355-
dc.identifier.hkuros259008-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats