Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges
| dc.contributor.author | Banegas, Darío Luis | |
| dc.date.accessioned | 2012-07-12T10:58:38Z | |
| dc.date.available | 2012-07-12T10:58:38Z | |
| dc.date.issued | 2012-03 | |
| dc.description.abstract | In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours. | pl_PL |
| dc.identifier.citation | Studies in Second Language Learning and Teaching, 2012, vol. 2, no. 1, pp. 111-136 | pl_PL |
| dc.identifier.issn | 2083 5205 | |
| dc.identifier.uri | http://hdl.handle.net/10593/2907 | |
| dc.language.iso | en | pl_PL |
| dc.publisher | Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu | pl_PL |
| dc.subject | CBI | pl_PL |
| dc.subject | CLIL | pl_PL |
| dc.subject | CBI continuum | pl_PL |
| dc.subject | CLIL models | pl_PL |
| dc.title | Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges | pl_PL |
| dc.type | Artykuł | pl_PL |