Titlebook: Content and Language Integrated Learning in Monolingual Settings; New Insights from th María Luisa Pérez Cañado Book 2021 Springer Nature S

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Multilingual Educationhttp://image.papertrans.cn/c/image/236802.jpg

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https://doi.org/10.1007/978-1-4939-1698-6 conceptualisation and pedagogical implementation have of late started to be questioned and are considered as excessively vague and ambiguous, since CLIL is held to encompass too broad an array of possible programme alternatives, thus making its exact limits very difficult to pin down. Thus, we need

Canyon

Ivelin A. Mollov,Dilian G. Georgiev D.Sc.rly in monolingual contexts in Spain. The issue of whether CLIL is bilingual education, of whether the schools where it is implemented are truly bilingual, and whether students who attend them can be expected to attain a balanced bilingualism has sparked off heated debate. This chapter seeks to shed

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https://doi.org/10.1007/978-1-4939-2004-4development and achievement. In light of contradictory evidence, the present investigation set out to investigate this controversial issue in a specific monolingual context (Andalusia, Spain); additionally it attempted to fill some voids in the literature concerning the impact of intervening variabl

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Constrained Additive Ordinationudents in seven public and private schools situated in the Spanish monolingual community of Andalusia, more concretely in the province of Jaén. This research aims at evaluating the impact of CLIL on the development of 223 students’ English linguistic competence by assessing their attainment in gramm