Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process

Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education ( Andrews, 2007 ; Lindahl & Watkins, 2015 ; Andrews & Lin, 2017 ), this paper argues that effective teaching of academic content in an L2 require...

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Veröffentlicht in:Journal of immersion and content-based language education 2018-01, Vol.6 (2), p.162-188
Hauptverfasser: He, Peichang, Lin, Angel M. Y.
Format: Artikel
Sprache:eng
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