Titlebook: Content and Language Integrated Learning in South America; Yolanda Ruiz de Zarobe,Darío Luis Banegas Book 2024 The Editor(s) (if applicabl

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CLIL in Brazil: Revisiting CLIL Through Critical Lens39:101–114, .). In our understanding, the aim of language education, as addressed by the field of critical and transgressive Applied Linguistics (Pennycook in Por uma lingüística aplicada indisciplinar. Parábola, pp. 67–84, .; Rajagopalan in Por uma lingüística crítica: Linguagem, identidade e a que

進(jìn)步

Using Authentic Locally Based Projects to Foster Active Citizenship While Developing Content Knowledroficiency, and academic skills. This qualitative study was conducted at a university in Colombia with 93 participants from an International Relations English programme. The data was collected from student reflections across four academic periods and was analysed using qualitative content analysis.

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From Principles to Competences: Student-Teachers’ Understandings of CLIL in an ELTE Programmepects, CLIL success depends on teacher education and professional development. This study investigated student-teachers’ prior experiences as CLIL learners and their understandings of CLIL main theoretical underpinnings while in the process of developing CLIL teacher competences in a Didactics modul

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Are Ecuadorian Universities Preparing EFL Teachers for CLIL? Sacred Versus Secret StoriesTherefore, it is important to explore whether pre-service teachers have the conceptual and practical knowledge to use it. This chapter analyzes EFL teaching undergraduate and graduate programme curricula to find out if Ecuadorian pre-service teachers are being trained to enact what is established as

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Becoming a Content and Language Integrated Learning Specialist: Exploring the Voices of English Langation programmes. Therefore, language teachers must know how to teach both language and content, in combination, to deal effectively with the learning objectives CLIL programmes demand. By using a mixed approach based on surveys and interviews, perceptions regarding the needs and competencies needed

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