![]() ![]() Teaching and Researching Computer-Assisted Language Learning. Oxford: Oxford University Press.īeatty, K. Innovations and Challenges in CLIL Materials Design. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. International CLIL Research Journal, 1(1), 36-49.Īnderson, L. Plurilingual education in secondary schools: Analysis of results. Sender”.Īlonso, E., Grisaleña, J., & Campo, A. Puyuelo (Eds.), Educación y acceso a la vida adulta de personas con Discapacidad (pp. This process of ICT-enrichment is presented as a practice that could be applied in different CLIL courses to adapt them to the specific needs of each context. The results obtained, together with current literature on CLIL, were subsequently considered as the starting point for the judicious selection of digital platforms and tools to create and curate the supplementary resources from a principle-based approach. ![]() A semi-structured interview with the teacher was used to analyse the needs faced in that particular educational setting. This paper aims to offer a proposal for the ICT-enrichment of CLIL subjects which has beenimplemented in a course of Biology and Geology in English taught in a Spanish Secondary School. Their potential positive effects in the learning process can be particularly useful to address the challenges that may arise in approaches such as Content and Language Integrated Learning (CLIL), where students are expected not only to gain mastery in the content of the subject, but also the foreign language that is used as a vehicle of communication. Nowadays a wide range of digital tools are used to support the teaching and learning of languages. ![]()
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