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Exploratory practice for continuing professional development: An innovative approach for language teachers
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Understanding Washback in the Classrooms: The Conflicts of the Syllabus and the Examination
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In: Journal of Education and Practice; Vol 9, No 2 (2018); 117-130 (2018)
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Understanding teachers' pedagogical knowledge in ESL vocabulary teaching
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Preservice teachers’ beliefs and practices in teaching English to young learners
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University English: Issues and directions for curriculum development
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English language teacher identity: a framework for teacher learning and professional development
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Understanding CLIL as an innovation
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Abstract:
Content and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focused instruction in foreign language learning, and a policy position that promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher educators and experts in universities establish programs, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four countries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child. (Contains 39 references.) (Author/EV)
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URL: http://www.ncela.net/rcd/bibliography/BE024518 https://eprints.soton.ac.uk/362061/
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The oral presentation as a context for learning and assessment
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Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy
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Language, culture and identity in applied linguistics : selected papers from the annual meeting of the British Association for Applied Linguistics, University of Bristol, September 2005
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UB Frankfurt Linguistik
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