Content and language integrated learning (CLIL) in Europe : research perspectives on policy and practice

Abstract

Contents: Stephan Breidbach/Britta Viebrock: CLIL: Complementing or Compromising Foreign Language Teaching? Effects and Perspectives of Education Policy Plans - Peeter Mehisto: Integrating with Other Mainstream Discourses - Bettina Deutsch: Mehrsprachigkeit und CLIL - zwei unverbundene Konzepte in der europaischen Sprachen- und Bildungspolitik? - Henriette Dausend/Daniela Elsner/Jorg-U. Kessler: Bilingual, offen, konzeptlos - Was Schulen mit reformpadagogischen Bildungskonzepten zum fremdsprachlichen Lernen versprechen und nicht halten - Ozlem Etus: Transnationalism in Education: Experience in Turkey - Lauretta D'Angelo: The Construction of the Subject Teacher Identity - Francesca Costa: Dealing with the Language Aspect? Personally, No. Content Lecturers' Views in an ICLHE Context - Julia Huttner/Christiane Dalton-Puffer: Der Einfluss subjektiver Sprachlerntheorien auf den Erfolg der Implementierung von CLIL-Programmen - Petra Burmeister/Michael Ewig/Evelyn Frey/Marisa Rimmele: CLIL-Teacher Training at the University Level: Bridging the Gap between Theory and Practice - Irina Adriana Hawker: The Learning Experience: Strategies and Underlying Knowledge Employed by Limited English Primary School Students during Conceptual and Linguistic Comprehension - Dominik Rumlich: Students' General English Proficiency Prior to CLIL: Empirical Evidence for Substantial Differences between Prospective and Non-CLIL Students in Germany - Ulrich Wannagat: Sprachlernprozesse im bilingualen Geschichtsunterricht - Marie-Anne Hansen-Pauly: as a New Momentum for Learning? Reconsidering the Differences between Languages as Subjects and Vehicular Languages in Luxembourg Schools? - Katja Lochtmann/Vinciane Devaux: Deutsch als Fremdsprache fordern - ein Fall fur CLIL? Sichtung empirischer Befunde in Belgien und Frankreich zu Einstellungen und Sprachlernmotivation im Zusammenhang mit Content and Language Integrated Learning - Katharina Prufer: Modules in the Mathematics Classroom - Reasons for Their Implementation and First Empirical Results - Andreas Bonnet/Christiane Dalton-Puffer: Great Expectations? Competence and Standard Related Questions Concerning Moving into the Mainstream - Almut Kuppers/Matthias Trautmann: It's Not That Is a Success - Students Are! Some Critical Remarks on the Current Boom - Gotz Schwab: Bili fur alle? Ergebnisse und Perspektiven aus einem Forschungsprojekt zur Einfuhrung bilingualer Module in einer Hauptschule - Wolfgang Zydatiss: Generalisierbare sprachlich-diskursive Kompetenzen im bilingualen Unterricht (und daruber hinaus).

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