The validity of a CLIL environment (Content and Language Integrated Learning) for second-language learning (SLL) has been internationally accepted all over the world. In Europe. CLIL settings have found significant applications in elementary and secondary schools. However, the advantages of forms of instruction where content and linguistic competence :n a second-language (L2) could be achieved simultaneously was too rich a possibility for experimentations not to occur at university level, too. The present work offers a detailed exemplification of such an implementation in a class on English Language and Linguistics ! and addresses the whole scenario: course plan, activities, monitoring tools, and results via the students' voices before, during, and at the end of the course.

CLIL IN THE CLASS OF ENGLISH

LANDOLFI, Liliana
2009

Abstract

The validity of a CLIL environment (Content and Language Integrated Learning) for second-language learning (SLL) has been internationally accepted all over the world. In Europe. CLIL settings have found significant applications in elementary and secondary schools. However, the advantages of forms of instruction where content and linguistic competence :n a second-language (L2) could be achieved simultaneously was too rich a possibility for experimentations not to occur at university level, too. The present work offers a detailed exemplification of such an implementation in a class on English Language and Linguistics ! and addresses the whole scenario: course plan, activities, monitoring tools, and results via the students' voices before, during, and at the end of the course.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11574/37407
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