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Book: Teaching, Learning and Scaffolding in CLIL Science Classrooms

TitleTeaching, Learning and Scaffolding in CLIL Science Classrooms
Editors
Editor(s):Lo, YYLin, AMY
KeywordsApplied linguistics
Language acquisition
Language teaching
Issue Date2021
PublisherJohn Benjamins Publishing Company
Citation
Lo, YY & Lin, AMY (eds.). Teaching, Learning and Scaffolding in CLIL Science Classrooms. The Netherlands: John Benjamins Publishing Company. 2021 How to Cite?
AbstractThis 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).
Persistent Identifierhttp://hdl.handle.net/10722/304868
ISBN
Series/Report no.Benjamins Current Topics ; v. 115

 

DC FieldValueLanguage
dc.contributor.editorLo, YY-
dc.contributor.editorLin, AMY-
dc.date.accessioned2021-10-05T02:36:22Z-
dc.date.available2021-10-05T02:36:22Z-
dc.date.issued2021-
dc.identifier.citationLo, YY & Lin, AMY (eds.). Teaching, Learning and Scaffolding in CLIL Science Classrooms. The Netherlands: John Benjamins Publishing Company. 2021-
dc.identifier.isbn9789027208880-
dc.identifier.urihttp://hdl.handle.net/10722/304868-
dc.description.abstractThis 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).-
dc.languageeng-
dc.publisherJohn Benjamins Publishing Company-
dc.relation.ispartofseriesBenjamins Current Topics ; v. 115-
dc.subjectApplied linguistics-
dc.subjectLanguage acquisition-
dc.subjectLanguage teaching-
dc.titleTeaching, Learning and Scaffolding in CLIL Science Classrooms-
dc.typeBook-
dc.identifier.emailLo, YY: yuenyilo@hku.hk-
dc.identifier.authorityLo, YY=rp01635-
dc.identifier.doi10.1075/bct.115-
dc.identifier.hkuros325802-
dc.identifier.spage1-
dc.identifier.epage183-
dc.publisher.placeThe Netherlands-

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