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The Psychological Experience of Integrating Content and Language / ed. by Kyle Read Talbot, Marie-Theres Gruber, Rieko Nishida.

Contributor(s): Material type: TextTextSeries: Psychology of Language Learning and Teaching ; 12Publisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2021]Copyright date: ©2021Description: 1 online resource (328 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781788924290
  • 9781788924306
Subject(s): LOC classification:
  • P53.293 .P79 2021
Other classification:
  • online - DeGruyter
Online resources:
Contents:
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781788924306

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 online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)