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Article: Teaching, learning and Scaffolding in CLIL science classrooms

TitleTeaching, learning and Scaffolding in CLIL science classrooms
Authors
KeywordsLanguage
Content
Language integrated
Issue Date2019
PublisherJohn Benjamins Publishing Co. The Journal's web site is located at https://benjamins.com/catalog/jicb
Citation
Journal of Immersion and Content-Based Language Education, 2019, v. 7 n. 2, p. 151-165 How to Cite?
AbstractThis Special Issue 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 (Cenoz, Genesee, & Gorter, 2014; Nikula, Dalton-Puffer, Llinares, & Lorenzo, 2016). Although this journal is dedicated to immersion and content-based language education programmes, we still feel the need to outline the key constructs in this Special Issue, namely CLIL, science learning and scaffolding, in order to help readers understand the central theme of this Special Issue and the connection of the various papers in this issue. © John Benjamins Publishing Company
Persistent Identifierhttp://hdl.handle.net/10722/275773
ISSN
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLo, YY-
dc.contributor.authorLin, AMY-
dc.date.accessioned2019-09-10T02:49:24Z-
dc.date.available2019-09-10T02:49:24Z-
dc.date.issued2019-
dc.identifier.citationJournal of Immersion and Content-Based Language Education, 2019, v. 7 n. 2, p. 151-165-
dc.identifier.issn2212-8433-
dc.identifier.urihttp://hdl.handle.net/10722/275773-
dc.description.abstractThis Special Issue 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 (Cenoz, Genesee, & Gorter, 2014; Nikula, Dalton-Puffer, Llinares, & Lorenzo, 2016). Although this journal is dedicated to immersion and content-based language education programmes, we still feel the need to outline the key constructs in this Special Issue, namely CLIL, science learning and scaffolding, in order to help readers understand the central theme of this Special Issue and the connection of the various papers in this issue. © John Benjamins Publishing Company-
dc.languageeng-
dc.publisherJohn Benjamins Publishing Co. The Journal's web site is located at https://benjamins.com/catalog/jicb-
dc.relation.ispartofJournal of Immersion and Content-Based Language Education-
dc.rightsJournal of Immersion and Content-Based Language Education. Copyright © John Benjamins Publishing Co.-
dc.rightsReaders of post-print must contact John Benjamins Publishing for further reprinting or re-use-
dc.subjectLanguage-
dc.subjectContent-
dc.subjectLanguage integrated-
dc.titleTeaching, learning and Scaffolding in CLIL science classrooms-
dc.typeArticle-
dc.identifier.emailLo, YY: yuenyilo@hku.hk-
dc.identifier.authorityLo, YY=rp01635-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1075/jicb.00006.lo-
dc.identifier.scopuseid_2-s2.0-85073238969-
dc.identifier.hkuros303042-
dc.identifier.volume7-
dc.identifier.issue2-
dc.identifier.spage151-
dc.identifier.epage165-
dc.identifier.isiWOS:000488084800001-
dc.publisher.placeNetherlands-
dc.identifier.issnl2212-8433-

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