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 |
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Format: | Artikel |
Sprache: | eng |
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