A Case Study of Environmental Management & Content and Language Integrated Learning
Title
A Case Study of Environmental Management & Content and Language Integrated Learning
A Case Study of Environmental Management & Content and Language Integrated Learning
Keywords: No Keywords
Author
Leo K West
Hong Kong University of Science and Technology
Bio
Dr. Leo West teaches in the Center for Language Education at the Hong Kong University of Science and Technology. His research interests have covered a wide variety of teaching related subjects in turn-taking, and information and communication technology. His latest research covers content and language integrated learning involving environment majors.
Leo K West
Hong Kong University of Science and Technology
Bio
Dr. Leo West teaches in the Center for Language Education at the Hong Kong University of Science and Technology. His research interests have covered a wide variety of teaching related subjects in turn-taking, and information and communication technology. His latest research covers content and language integrated learning involving environment majors.
Abstract
Criticisms of content and language integrated learning (CLIL) have raised fundamental concerns on how to define the scope and space of this new approach. Begun primarily in a European context, Mehisto, Marsh, and Frigols (2008) described CLIL as an ‘umbrella’ term which illustrates a number of different modes of combining language and content forms of immersion-based programs, and student exchange where short- and long-term exposure to language exists, as well to emphasize primary, secondary, vocational, and higher learning locations. CLIL instructors are generally seen as presenting various degrees of language and content so that students gain a rich understanding of the subject matter while also reviewing language items in their specific genres and situations.
Criticisms of content and language integrated learning (CLIL) have raised fundamental concerns on how to define the scope and space of this new approach. Begun primarily in a European context, Mehisto, Marsh, and Frigols (2008) described CLIL as an ‘umbrella’ term which illustrates a number of different modes of combining language and content forms of immersion-based programs, and student exchange where short- and long-term exposure to language exists, as well to emphasize primary, secondary, vocational, and higher learning locations. CLIL instructors are generally seen as presenting various degrees of language and content so that students gain a rich understanding of the subject matter while also reviewing language items in their specific genres and situations.
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Pages 339-346
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Category: Curriculum Contexts, Volume 15 Issue 4
