Language and Content-Subject Teacher Issues across CLIL in the Maritime Studies Field: A Project Experience within the New European Framework
MetadataShow full item record
DepartmentFilología Francesa e Inglesa
SourceLosey-León, María-Araceli. 2011. Language and Content-Subject Teacher Issues across CLIL in the Maritime Studies Field: A Project Experience within the New European Framework. En Rosalía Crespo Jiménez & Ángeles García de Sola (coord.). ESP Teaching and Methodology. Granada: Editorial Universidad de Granada, 49-67
This study presents the main theoretical and practical issues raised in the implementation process of a CLIL Project with undergraduate students at the Faculty of Nautical Sciences of the University of Cádiz (Spain) in the academic year 2009-2010 by a teachers' interdisciplinary innovation research team. The underlying hypotheses of this study are, firstly, that the content greatly determined which communicative competence would be more interesting and beneficial to gain rather than vice versa in a CLIL programme. Secondly, this analysis aims at exploring how certain underlying assumptions in the planning of CLIL methodology cannot be taken for granted. Finally, results also highlight that Content-Language Integrated programmes are a sharing information platform for converging the needs of the language teacher and the content-subject teacher in the European Higher Education Area.
SubjectsContent Language Integrated Learning (CLIL) approach; Language Planning; Language Curriculum; Bilingualism; Content-Based Language Learning; Maritime Education and Training
Showing items related by title, author, creator and subject.
Sancha Vázquez, Julián (Пятигорский государственный лингвистический университет (Universidad Lingüística de Piatigorsk), 2015-12)