| 1 |
Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Teacher attitudes to language in university bilingual education
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 89-102 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Multiculturalism and interculturality in CLIL ; Multiculturalidad e interculturalidad en AICLE
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
English-Medium Instruction at Universities. Global Challenges Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra (eds). Bristol: Multilingual Matters, 2013. 221 pages. ISBN-13: 978-1-84769-814-8
|
|
|
|
In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 30, 2015, pags. 237-240 (2015)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Consolidación de equipo docente para la implantación de un Programa de Educación Bilingüe en la Escuela Superior de Ingeniería de Cádiz
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Communication as a Teaching/Learning Strategy in Bilingual Education
|
|
|
|
In: Journal of Siberian Federal University. Humanities and Social Sciences 12 (2012 5) pp. 1781-1789 (2013)
|
|
Abstract:
This paper is based on my experience as a member of the coordinating team of the Plurilingual Education Programme (PEP) at the School of Education, Universidad de Cadiz (Spain). We have been working with a group of 23 subject-matter teachers belonging to up to 13 content areas and three target languages: English, French and German. The main purpose of the project was to train lectures on the CLIL (Content and Language Integrated Learning) methodological approach. We have focused our training on content and communication (based on Coyle (1999)’s four C’s framework) with an emphasis on constructing the communicative channels appropriate to convey content with language as a medium of communication, not as an aim itself. As communicative exchanges will be between non-native teachers and non-native students, teachers have been trained on some communicative strategies typical of the CLIL approach in order to improve the teachers’ communicative competence. In this paper, some of these strategies and their benefits will be depicted : using the foreign language as the language of communication in the class, improving clarity of speech, enhancing oral interaction with/among students, visual aids, rephrasing, reformulating, redundancy or content reduction are amongst the most essential strategies to improve communicative exchanges in bilingual settings.
|
|
Keyword:
communication; communicative competence; communicative strategies; oral interaction; teacher training
|
|
URL: http://hdl.handle.net/10498/15385
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
Análisis microcognitivo de los compuestos nominales en un lexicón de inglés contemporáneo ; Microcognitive analysis of noun-noun compounds in a present-day English lexicon
|
|
|
|
In: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3363 (2012)
|
|
BASE
|
|
Show details
|
|
|
|
|
