Titlebook: Content and Language Integrated Learning in South America; Yolanda Ruiz de Zarobe,Darío Luis Banegas Book 2024 The Editor(s) (if applicabl

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Using Authentic Locally Based Projects to Foster Active Citizenship While Developing Content Knowledstice and expressing a desire to contribute to change. This project shows how authentic local issues can be used in CLIL classrooms to not only boost content knowledge and language proficiency but also challenge students to assess their role in the world as potential agents of change.

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From Principles to Competences: Student-Teachers’ Understandings of CLIL in an ELTE Programme of reflective, and to a lesser extent, pedagogical knowledge. This research study makes a contribution to current concerns for the CLIL research agenda and enhances practitioners’ enactment of situated pedagogical practices through CLIL.

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Are Ecuadorian Universities Preparing EFL Teachers for CLIL? Sacred Versus Secret Storieshis approach in their practicum teaching. Hence, it is imperative to provide training to pre-service and in-service teachers in order to improve not only their preparation but also the students’ language learning process in the country at all educational levels.

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Book 2024th America, it also highlights some of the achievements and challenges in the process of implementing CLIL in the region. Against the backdrop of South American contexts, this book aims to provide a useful and innovative lens through which policy makers, researchers and teachers will find significant implications for the development of CLIL..

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CLIL Trajectories in Colombia: Stakeholders’ and Experts’ Insights and focus groups. The study aims to update the state of the art in the field, while shedding light on policy construction, design, implementation and quality assurance services for teacher education institutions and agents interested in improving bilingual education and CLIL.

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CLIL in South America: Benefits, Challenges and Opportunities of the Approach, and an additional language in the same classroom. This volume focuses on CLIL in South American contexts. It identifies, clarifies and offers insights into issues related to its characterisation and implementation, as well as teacher education.

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Multilingualism, Multilingual Education and CLIL in South Americated Learning (CLIL) in South America, focusing particularly on Argentina, Brazil, Colombia, Ecuador, and Uruguay. Then there is a discussion of key moments in the evolution of CLIL in Latin America, followed by a presentation of present-day perspectives where three relationships between CLIL researc

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