English Medium Instruction
English Medium Instruction

Author: Ernesto Macaro,

Publisher: Oxford University Press

Published: 2018-02-19

Total Pages: 392

ISBN-13: 019440398X

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Ernesto Macaro brings together a wealth of research on the rapidly expanding phenomenon of English Medium Instruction. Against a backdrop of theory, policy documents, and examples of practice, he weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed, and explores how we can arrive at a true cost–benefit analysis of its future impact. “This state-of-the-art monograph presents a wide-ranging, multi-perspectival yet coherent overview of research, policy, and practice of English Medium Instruction around the globe. It gives a thorough, in-depth, and thought-provoking treatment of an educational phenomenon that is spreading on an unprecedented scale.” Guangwei Hu, National Institute of Education, Singapore Additional online resources are available at www.oup.com/elt/teacher/emi Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford and is the founding Director of the Centre for Research and Development on English Medium Instruction at the university. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman

Conceptualising Integration in CLIL and Multilingual Education
Conceptualising Integration in CLIL and Multilingual Education

Author: Tarja Nikula

Publisher: Multilingual Matters

Published: 2016-08-18

Total Pages: 292

ISBN-13: 1783096152

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Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.

Integrating Language and Content
Integrating Language and Content

Author: Maria Dantas-Whitney

Publisher: Classroom Practice

Published: 2010

Total Pages: 0

ISBN-13: 9781931185660

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The definition of English language classroom is changing. When students have the opportunity to learn content and language at the same time, disciplinary boundaries overlap. Teachers are rethinking how they design courses, plan lessons, assess students, and collaborate with colleagues to support student learning and facilitate their own professional growth. In this volume, contributors describe practical examples of integrating language and content in classrooms in Italy, the Netherlands, Yemen, Turkey, Taiwan, Russia, the United States, and South Africa. Teachers help students achieve their goals--learning English for specific purposes such as advertising, fashion design, and philosophy; teaching adult learners by integrating English skills with health literacy, conflict resolution, and social justice; serving emerging bilingual students in learning grade-level academic material or valuable job skills. The book is divided into four sections that help readers navigate the sometimes chaotic intersection of language and content: Why Do Teachers Design Courses to Integrate Language and Content?; How Do Teachers Integrate Language and Content?; How Do Teachers Evaluate Language and Content Learning?; and How Do Teachers Collaborate to Integrate Language and Content?

Collaborating for English Learners
Collaborating for English Learners

Author: Andrea Honigsfeld

Publisher: Corwin Press

Published: 2019-01-18

Total Pages: 289

ISBN-13: 1544340060

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Looking for a silver bullet to accelerate EL achievement? There is none. But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features: All-new examples, case studies, illustrative video, and policy updates In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.

Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms

Author: Mark deBoer

Publisher: Springer Nature

Published: 2020-11-17

Total Pages: 284

ISBN-13: 3030541282

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This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.

Promoting the Educational Success of Children and Youth Learning English
Promoting the Educational Success of Children and Youth Learning English

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

Published: 2017-08-25

Total Pages: 529

ISBN-13: 0309455405

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Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

CLIL
CLIL

Author: Do Coyle

Publisher: Cambridge University Press

Published: 2010-04-01

Total Pages: 184

ISBN-13: 9780521112987

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

Learning and Teaching Languages Through Content
Learning and Teaching Languages Through Content

Author: Roy Lyster

Publisher: John Benjamins Publishing

Published: 2007-01-01

Total Pages: 200

ISBN-13: 9789027219749

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Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.

Beyond CLIL
Beyond CLIL

Author: Do Coyle

Publisher: Cambridge University Press

Published: 2021-07-15

Total Pages: 231

ISBN-13: 1108830900

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Offers an innovative, holistic and evidence-based pedagogic approach to deeper learning for all subjects of schooling.