TY  - BOOK
AU  - Arshad,Victor
AU  - Banegas,Darío Luis
AU  - Dafouz,Emma
AU  - Dalton-Puffer,Christiane
AU  - Gierlinger,Erwin M.
AU  - Gruber,Marie-Theres
AU  - Hofstadler,Nicole
AU  - Hüttner,Julia
AU  - Jin,Jun
AU  - Lyster,Roy
AU  - Lämmerer,Anita
AU  - Mahalingappa,Laura
AU  - Mercer,Sarah
AU  - Milla,Ruth
AU  - Muñoz,Antonio Jiménez
AU  - Mäntylä,Katja
AU  - Nishida,Rieko
AU  - Pappa,Sotiria
AU  - Parry,Nia Mererid
AU  - Pilar García Mayo,María del
AU  - Pinner,Richard S.
AU  - Polat,Nihat
AU  - Read Talbot,Kyle
AU  - Roiha,Anssi
AU  - Smit,Ute
AU  - Talbot,Kyle Read
AU  - Thomas,Enlli Môn
TI  - The Psychological Experience of Integrating Content and Language
T2  - Psychology of Language Learning and Teaching
SN  - 9781788924290
AV  - P53.293 .P79 2021
PY  - 2021///]
CY  - Bristol, Blue Ridge Summit
PB  - Multilingual Matters
KW  - English language
KW  - Study and teaching
KW  - Foreign speakers
KW  - Language and languages
KW  - Psychological aspects
KW  - Language arts
KW  - Correlation with content subjects
KW  - Bilingualism & multilingualism
KW  - LANGUAGE TEACHING & LEARNING (OTHER THAN ELT)
KW  - The self, ego, identity, personality
KW  - LANGUAGE ARTS & DISCIPLINES / Study & Teaching
KW  - bisacsh
N1  - Frontmatter --; Contents --; Tables and Figures --; External Reviewers --; Abbreviations --; Contributors --; Acknowledgments --; 1 Introduction --; 2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland --; 3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education --; 4 CLIL as a Vehicle for a Positive English Selfconcept: An Analysis of One Former Student’s Life Course --; 5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example --; 6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape --; 7 Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers’ Practices in CLIL and EFL --; 8 ‘So, after a Week, I Became a Teacher of English’: Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education --; 9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria --; 10 ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service --; 11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers --; 12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales --; 13 Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content --; 14 A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL --; 15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina --; 16 Conclusion: Challenges, Opportunities, Implications and Future Directions --; Index; restricted access
N2  - This book explores the psychology of teaching and learning a subject through a second or other language. It highlights the challenges and benefits of teaching and learning in integrated content and language settings and covers themes such as identity, self-concept, cognition, beliefs, well-being, interventions and professional development
UR  - https://doi.org/10.21832/9781788924306
UR  - https://www.degruyter.com/isbn/9781788924306
UR  - https://www.degruyter.com/document/cover/isbn/9781788924306/original
ER  -