Titlebook: Content-based Language Learning in Multilingual Educational Environments; Maria Juan-Garau,Joana Salazar-Noguera Book 2015 Springer Intern

黄油没有

Time and Timing in CLIL: A Comparative Approach to Language Gainse CLIL lessons? This chapter reviews and compares CLIL outcomes under different starting age and exposure conditions. It also compares those outcomes with outcomes from more intensive language teaching programmes. On the basis of these comparisons, the discussion considers the best time and timing f

Veneer

Learning English and Learning Through English: Insights from Secondary Educationregarding learners’ motivational and attitudinal stands as well as their willingness to communicate. The present chapter will provide an account of the multilingual education policies implemented in the aforementioned communities, in the light of the strategies deployed in the rest of Spain and Euro

Harbor

Testing Progress on Receptive Skills in CLIL and Non-CLIL Contextsion tests and two reading comprehension tests. All four tests were collected at four different times over a 3-year span: beginning (T1) and end (T2) of Year 2 of CSE, end of Year 3 (T3) and end of Year 4 (T4). Results point to the effectiveness of CLIL programmes in the overall development of recept

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DUCE

Assessing Relative Brand Value,chapter also deals with the current terminological mess concerning bi- or multilingual programmes that undoubtedly needs to be clarified, as terminological ambiguity may hamper the coherent design and implementation of such programmes. The second part of the chapter focuses on the effects of differe