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skipper's Latest Posts
Anthropology in a Second Language: the Case for Dialogic Teaching and Scaffolding
How is anthropology taught in the Anglophone world? Undergraduate anthropology courses in the U.K. are typically taught through lectures, tutorials, and seminars (Mascarenhas-Keyes & Wright, 1995). In the case of the U.S., courses there are offered as three-hour weekly lectures accompanied by teaching assistant-led discussions (Michaels & Fagan, 1997).
Digital Storytelling: Integrating Language and Content in the Training of Pre-service Teachers
This article discusses a Digital Storytelling course that is used as a means to promote pre-service teachers ’own language proficiency and at the same time develop their awareness of teaching techniques they can later adopt in their own classrooms.
Towards a Critically and Dialogically Mediated EAP
This article addresses issues surrounding an interesting development in Japan – the introduction of academic content courses in English at a growing number of Japanese universities – where Japanese has incumbently and traditionally been the medium of instruction.
Identity and Self in Second Language Acquisition
Interest in the development of identity and self as aspects of Second Language Acquisition (SLA) is increasing, being most deeply addressed in feminist, LGBTQ, and cultural minority fields of research.
Chinese-English Bilingual Education in China: Model, momentum, and driving forces
English-medium academic publications concerning bilingual education (BE) in China, which involves using a foreign language (usually English) to teach part of the subject matter of non-language subject(s), are emerging.
Utilizing the CLIL Approach in a Japanese Primary School: A Comparative Study of CLIL and EFL Lessons
In recent years, Content and Language Integrated Learning (CLIL) has become the subject of attention, especially in East Asian countries, due to the introduction of English as a Foreign Language (EFL) education in primary schools.
Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts
In this paper I will outline how Content and Language Integrated Learning (CLIL) can be used to achieve what Coyle, Hood and Marsh (2010, p. 5) refer to as “authenticity of purpose” and provide a better vehicle for authentic language exposure and production in English as a Foreign Language contexts.
Bestriding Boundaries: Towards Talk Authenticity in the Undergraduate Business Communication Classroom
The challenge of creating an authentic learning environment in language classrooms has been highlighted by CLIL and ESP scholars alike (e.g. Dalton-Puffer, 2007; Belcher, 2006). This paper seeks to address this issue of authenticity in the classroom from a novel perspective within a specific context, namely undergraduate business communication teaching in Hong Kong.
A Case of CLIL Practice in the Turkish Context: Lending an ear to Students
Though CLIL (Content and Language Integrated Learning) has not yet been extensively practiced in Turkey at all educational levels, it could be observed mainly at the higher education levels at some selected faculties of either state universities or private ones.
Bi-cultural aspects of second language learning in a bilingual context
Taking into account the effect of diglossia in Arabic and its orthographic complexity, this study is aiming to investigate differences between Arabic-speaking (L1) and Hebrew-speaking (L1) parents’ self-reports on their children’s language practice at home within the framework of Family Language Policy.
