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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 My favorite subject is lengua because the teacher es un crack : translanguaging in CLIL student writing Moore, Pat; López Stoelting, Sara. - 2021 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 Rubio Cuenca, Francisco; Moore, Pat. - : Universidad de Granada, 2018 Abstract: The main goal of this article is to explore the attitudes (opinions, beliefs, etc.) regarding ‘language’ of university teachers engaged in bilingual education. The context for this research is an on-going teacher development programme at the School of Engineering (Escuela Superior de Ingeniería) at the University of Cadiz. At this stage in our research, we are looking at teacher attitudes to language from three perspectives: to better understand what they think about language in their ‘normal’ i.e. Spanish/monolingual teaching; how they conceive of language per se in learning and how they feel about bilingual classrooms. Prior to their involvement in bilingual education, these teachers were likely encouraged to think of themselves as specialists in Áreas No Lingüísticas, but it would appear that they are in the process of reconceptualising both the roles of language in learning and the contributions that teachers can make. In the bilingual classrooms, most of their students are locals with limited language skills and the teachers favour an approach geared to developing both content and languages (L1 and L2) concurrently and perceive of themselves as both models and facilitators in the process. We interpret this as a good example of Internationalization at Home (IaH). ; El objetivo principal de este artículo es esbozar las actitudes (opiniones, creencias, etc.) respecto a la lengua del profesorado universitario participante en planes de enseñanza bilingüe. El contexto de esta investigación es un programa de formación permanente de docentes en la Escuela Superior de Ingeniería de la Universidad de Cádiz. En esta etapa de nuestra investigación, hemos analizado las actitudes de los docentes hacia el lenguaje desde tres perspectivas diferentes. Por un lado, comprender mejor lo que piensan sobre la lengua en su enseñanza “normal”, es decir, español / monolingüe. Por otro lado, cómo conciben el papel de la lengua en sí en el proceso de aprendizaje. Por último, cuál es su opinión acerca de la enseñanza bilingüe. Antes de su participación en el programa de enseñanza bilingüe, estos docentes se consideraban a sí mismos especialistas en áreas no lingüísticas, pero tras un período extenso de formación, parecen inmersos en el proceso de re-conceptualización tanto del papel de la lengua en el aprendizaje como de las aportaciones que ellos mismos pueden hacer desde esta nueva perspectiva didáctica. En la clase bilingüe, la mayoría son estudiantes locales con capacidades lingüísticas limitadas, de ahí que la labor de los docentes se base en un enfoque orientado al desarrollo integrado de contenidos y lenguas (L1 y L2), y se perciban a sí mismos como modelos y facilitadores en el proceso de aprendizaje. Este es un buen ejemplo de internacionalización en casa. Keyword: Actitudes de los docentes; Clase monolingüe/ bilingüe; Conciencia lingüística; Internacionalización en casa; Internationalization at home; L1/L2; Language awareness; Monolingual/bilingual classrooms; Teacher attitudes URL: http://hdl.handle.net/10481/54303 BASE Hide details 3 Introduction. Higher Education bilingual programmes: a research project Rubio Alcalá, Fernando David; Moore, Pat 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. 11-15 (2018) BASE Show details 4 Teacher attitudes to language in university bilingual education Rubio Cuenca, Francisco; Moore, Pat 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 5 University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings Dafouz, Emma; Huettner, Julia; Smit, Ute. - : Multilingual Matters, 2016 BASE Show details 6 Collaborative interaction in turn-taking: a comparative study of European bilingual (CLIL) and mainstream (MS) foreign language learners in early secondary education Moore, Pat In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 14 (2011) 5, 531-549 BLLDB OLC Linguistik Show details 7 On complexity in bilingual research: the causes, effects, and breadth of content and language integrated learning - a reply to Bruton (2011) Casal, Sonia; Moore, Pat; Lorenzo, Francisco In: Applied linguistics. - Oxford : Oxford Univ. Press 32 (2011) 4, 450-455 BLLDB OLC Linguistik Show details 8 On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning--a Reply to Bruton (2011) Lorenzo, Francisco; Moore, Pat; Casal, Sonia. - : Oxford University Press, 2011 BASE Show details 9 On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning--a Reply to Bruton (2011) Lorenzo, Francisco; Moore, Pat; Casal, Sonia. - : Oxford University Press, 2011 BASE Show details 10 The effects of content and language integrated learning in European education: key findings from the Andalusian bilingual sections evaluation project Lorenzo, Francisco; Casal, Sonia; Moore, Pat In: Applied linguistics. - Oxford : Oxford Univ. Press 31 (2010) 3, 418-442 BLLDB Show details 11 The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project Lorenzo, Francisco; Casal, Sonia; Moore, Pat. - : Oxford University Press, 2010 BASE Show details 12 The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project Lorenzo, Francisco; Casal, Sonia; Moore, Pat. - : Oxford University Press, 2009 BASE Show details 13 Enhancing Classroom Discourse: a modelling potential for Content Teachers Moore, Pat In: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 1, 2007 (Ejemplar dedicado a: Models and practice in CLIL), pags. 141-152 (2007) BASE Show details 14 Models and practice in CLIL: introduction Lorenzo Bergillos, Francisco José; Casal Madinabeitia, Sonia; Alba Quiñones, Virginia de... In: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 1, 2007 (Ejemplar dedicado a: Models and practice in CLIL), pags. 11-16 (2007) BASE Show details 15 IATEFL 2005 Cardiff Conference Selections Moore, Pat In: ELT journal. - Oxford : Oxford University Press 60 (2006) 3, 306-307 OLC Linguistik Show details

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