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Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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Diversity and Transnationalism - The Merged Curriculum Approach In Bilingual Programmes In Australia
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Digital tool use and self-regulated strategies in a bilingual online learning environment
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Bilingual education in majority English speaking countries: case studies in Australia and Canada
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Year 9 student voices negotiating digital tools and self-regulated learning strategies in a bilingual managed learning environment
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Immaculada Fortanet-Gómez. CLIL in Higher Education. Towards a Multilingual Language Policy
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Sole fighter mentality: stakeholder agency in CLIL programmes in Queensland
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Teaching in CLIL programs: Queensland teachers' stories of bilingual education
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Review of Immaculada Fortanet-Gómez. CLIL in Higher Education. Towards a Multilingual Language Policy
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Content and Language Integrated Learning (CLIL) pedagogies in Queensland
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Smala, Simone. - : Faculty of Education, University of Southern Queensland, 2013
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Abstract:
This paper presents insights into Content and Language Integrated Learning (CLIL) programs in Queensland. CLIL programs use a second language as the medium of instruction to deliver mainstream subjects, such as science, maths or history, as a form of intensive language learning. The paper presents an analysis of pedagogical considerations and domains, elicited from interviews with CLIL programs directors at different Queensland schools, using a variety of second languages in their CLIL programs. The analysis is guided by a synthesis of CLIL pedagogies and theories of bilingual education, as well as a research framework inspired by three concepts: Fields of Visibility, Technical aspects of program enactment, and Forms of Knowledge. The paper concludes that CLIL is a promising teaching design model as a response to renewed calls for languages learning in Australia. However, the demands of CLIL programs require CLI program directors and teachers to apply a multitude of pedagogical considerations: subject-specific concepts; available teaching resources in the second language translation and simplification of materials; students' access to learning through modified language. CLIL programs therefore need to be supported through resources and focused professional development opportunities.
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Keyword:
3304 Education; CLIL; Language policy and planning; Languages; Multilingual schooling
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URL: https://espace.library.uq.edu.au/view/UQ:327164/UQ327164OA.pdf https://espace.library.uq.edu.au/view/UQ:327164
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CLIL programmes in Australia: multilingual schooling contexts
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The governmentality of reconciliation: Adult education as a community relations technique in Northern Ireland
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CLIL Down Under: External support structures to overcome the 'tyranny of distance'
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