Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/11048
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dc.contributor.authorPapaja, Katarzyna-
dc.contributor.editorSkowronek, Barbara-
dc.date.accessioned2014-07-04T12:16:29Z-
dc.date.available2014-07-04T12:16:29Z-
dc.date.issued2013-
dc.identifier.citationGlottodidactica, Vol. 40/1 (2013), s. 147-153pl_PL
dc.identifier.isbn83-232-1043-8-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/11048-
dc.description.abstractCLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.pl_PL
dc.description.sponsorshipInstytut Lingwistyki Stosowanej Uniwersytetu im. Adama Mickiewicza w Poznaniupl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectCLILpl_PL
dc.subjectbilingualpl_PL
dc.subjectlanguage classroompl_PL
dc.subjectteacherpl_PL
dc.subjectteachingpl_PL
dc.subjectlanguage developmentpl_PL
dc.titleThe role of a teacher in a CLIL classroompl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 40/1 (2013)

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