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Articles	1 registres trobats

14 p, 709.5 KB

A case study of cross-curricular dialogue as a part of teacher education in the CLIL (Content and Language Integrated Learning) approach / Horrillo Godino, Zoraida
This study is part of a large project on teacher education in the CLIL (Content and Language Integrated Learning) approach to teaching in Spanish secondary-education schools. The study departs from the assumptions that the professionals working on interdisciplinary environments such as CLIL education require an informed appreciation of the perspective of a complementary discipline - either a linguistic or content one (Newell in Chettiparamb 2007: 45) and that cross-curricular dialogue is a tool for obtaining information about what makes it difficult for professionals from different teaching praxes and epistemological traditions to reach agreements about what language and what content to teach and how to integrate these when planning CLIL activities (Escobar Urmeneta 2008). [...]
2010
Critical and Reflective Practice in Education (CRPE), Núm. (2010) , p. 4-17

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