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LEARNERS’ AND TEACHERS’ LINGUISTIC ALTERNATION (ITALIAN-ENGLISH) IN EFL PRE-PRIMARY SCHOOL LESSONS
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Costa, Francesca (orcid:0000-0002-5478-9575). - : Cambridge Scholars Publishing, 2020. : country:GBR, 2020. : place:Newcastle Upon Tyne, 2020
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Mandarin–Italian Dual-Language Children’s Comprehension of Head-Final and Head-Initial Relative Clauses
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In: Front Psychol (2020)
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Linguistic demands and language assistance in EMI courses. What is the stance of Italian and Spanish undergraduates?
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In: Lingue e Linguaggi; Volume 33 (2019); 69-85 (2020)
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Linguistic demands and language assistance in EMI courses. What is the stance of Italian and Spanish undergraduates? ...
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The Use of Powerpoint Presentations in Academic English in the Soft Sciences ...
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Students’ Written and Spoken Technical Lexis in a Scientific English Course
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LINGUISTIC DEMANDS AND LANGUAGE ASSISTANCE IN EMI COURSES What is the stance of Italian and Spanish undergraduates?
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Learners' and teachers' language alternation (Italian-English) in foreign language pre-primary school lessons
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Language and Internationalization of the Higher Education Curriculum
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Critical Issues in English-Medium Instruction at University
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English-medium Instruction in Italian Universities: "If we're Gonna do it Do it Right - Right?"
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Costa, Francesca (orcid:0000-0002-5478-9575). - : Peter Lang, 2017. : country:CHE, 2017. : place:Berna, 2017
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Content Teachers’ Written Comments on Their Life-long English Language Profiles
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Abstract:
CLIL in Italy has been compulsory by law since 2003 (Moratti’s Law) for the last year of all secondary schools. Subject-matter teachers were chosen to be the CLIL teachers, and only in 2012 did methodological and linguistic training begin (provided by universities all over the country). This study explores the profile of content teachers attending CLIL training not in terms of their linguistic competence but in terms of their relationship with English as an additional language. To do so, 115 trainees were asked to fill in a questionnaire composed of 10 open-ended questions and 2 close-ended ones. This questionnaire had both a research and training goal, since it was submitted at the beginning of the training course to investigate content teachers’ perceived linguistic profiles, which served as a psychological and pedagogical starting point for the course. Results show that content teachers have a specific linguistic identity and have had similar past experiences with the English language. These results could have repercussions and be exported to other training programmes, especially in terms of shifting teachers’ personae from subject-matter to fully-fledged CLIL teachers.
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Keyword:
CLIL; identity; linguistic profiles; Settore L-LIN/12 - LINGUA E TRADUZIONE - LINGUA INGLESE
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URL: http://hdl.handle.net/10807/142923 https://doi.org/10.15415/iie.2017.52009
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EMI – A Tool for the Internationalisation of Higher Education
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Murphy, Amanda Clare (orcid:0000-0001-9366-5105); Costa, Francesca (orcid:0000-0002-5478-9575). - : Educatt Università Cattolica del Sacro Cuore, 2017. : country:ITA, 2017. : place:Milano, 2017
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Coreen Sears, Second Language Students in Mainstream Classrooms: A Handbook for Teachers in International Schools
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CLIL (Content and Language Integrated Learning) through English in Italian Higher Education
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Costa, Francesca (orcid:0000-0002-5478-9575). - : LED Edizioni Universitarie, 2016. : country:ITA, 2016. : place:Milano, 2016
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Lexis Presentation Strategies. Examples Using Nutrition Lexis in English at Primary, Secondary and Tertiary Education Levels
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