RT book part
T1 Language and Content-Subject Teacher Issues across CLIL in the Maritime Studies Field: A Project Experience within the New European Framework
A1 Losey León, María Araceli
A2 Filología Francesa e Inglesa
K1 Content Language Integrated Learning (CLIL) approach
K1 Language Planning
K1 Language Curriculum
K1 Bilingualism
K1 Content-Based Language Learning
K1 Maritime Education and Training
AB 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.
PB Editorial Universidad de Granada
SN 978-84-338-5234-2
YR 2011
FD 2011
LK http://hdl.handle.net/10498/21642
UL http://hdl.handle.net/10498/21642
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 06-nov-2026