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dc.contributor.authorRubio Cuenca, Francisco
dc.contributor.otherFilología Francesa e Inglesaen_US
dc.date.accessioned2013-06-19T07:02:38Z
dc.date.available2013-06-19T07:02:38Z
dc.date.issued2012-05-01T00:00:00Z
dc.identifier.other808.5: 378.016
dc.identifier.urihttp://hdl.handle.net/10498/15385
dc.description.abstractThis paper is based on my experience as a member of the coordinating team of the Plurilingual Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been working with a group of 23 subject-matter teachers belonging to up to 13 content areas and three target languages: English, French and German. The main purpose of the project was to train lectures on the CLIL (Content and Language Integrated Learning) methodological approach. We have focused our training on content and communication (based on Coyle (1999)’s four C’s framework) with an emphasis on constructing the communicative channels appropriate to convey content with language as a medium of communication, not as an aim itself. As communicative exchanges will be between non-native teachers and non-native students, teachers have been trained on some communicative strategies typical of the CLIL approach in order to improve the teachers’ communicative competence. In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.en_US
dc.formatapplication/pdf
dc.language.isoengen_US
dc.publisherSiberian Federal Universityen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Unported
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.sourceJournal of Siberian Federal University. Humanities and Social Sciences 12 (2012 5) pp. 1781-1789en_US
dc.subjectcommunicationen_US
dc.subjectcommunicative strategiesen_US
dc.subjectcommunicative competenceen_US
dc.subjectoral interactionen_US
dc.subjectteacher trainingen_US
dc.titleCommunication as a Teaching/Learning Strategy in Bilingual Educationen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess


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