The Psychological Experience of Integrating Content and Language

Medientyp: E-Book

Titel: The Psychological Experience of Integrating Content and Language

Beteiligte: Arshad, Victor [Mitwirkende:r]; Banegas, Darío Luis [Mitwirkende:r]; Dafouz, Emma [Mitwirkende:r]; Dalton-Puffer, Christiane [Mitwirkende:r]; Gierlinger, Erwin M [Mitwirkende:r]; Gruber, Marie-Theres [Mitwirkende:r]; Gruber, Marie-Theres [Herausgeber:in]; Hofstadler, Nicole [Mitwirkende:r]; Hüttner, Julia [Mitwirkende:r]; Jin, Jun [Mitwirkende:r]; Lyster, Roy [Mitwirkende:r]; Lämmerer, Anita [Mitwirkende:r]; Mahalingappa, Laura [Mitwirkende:r]; Mercer, Sarah [Mitwirkende:r]; Milla, Ruth [Mitwirkende:r]; Muñoz, Antonio Jiménez [Mitwirkende:r]; Mäntylä, Katja [Mitwirkende:r]; Nishida, Rieko [Mitwirkende:r]; Nishida, Rieko [Herausgeber:in]; Pappa, Sotiria [Mitwirkende:r]; Parry, Nia Mererid [Mitwirkende:r]; Pilar García Mayo, María del [Mitwirkende:r]; Pinner, Richard S [Mitwirkende:r]; Polat, Nihat [Mitwirkende:r]; Talbot, Kyle R. [Mitwirkende:r]; Roiha, Anssi [Mitwirkende:r]; Smit, Ute [Mitwirkende:r]; Talbot, Kyle R. [Mitwirkende:r]; Talbot, Kyle R. [Herausgeber:in]; Thomas, Enlli Môn [Mitwirkende:r]

Erschienen: Blue Ridge Summit, PA: Multilingual Matters, [2021]
[Online-Ausgabe]

Umfang: 1 Online-Ressource (328 p)

Sprache: Englisch

DOI: 10.21832/9781788924306

ISBN: 9781788924306

Identifikator:

Schlagwörter: English language Study and teaching Foreign speakers ; Language and languages Study and teaching Foreign speakers ; Language and languages Study and teaching Psychological aspects ; Language arts Correlation with content subjects ; LANGUAGE TEACHING & LEARNING (OTHER THAN ELT) ; The self, ego, identity, personality ; Bilingualism & multilingualism ; LANGUAGE ARTS & DISCIPLINES / Study & Teaching

Art der Reproduktion: [Online-Ausgabe]

Entstehung:

Anmerkungen: In English
Mode of access: Internet via World Wide Web

Beschreibung: Frontmatter -- Contents -- Tables and Figures -- External Reviewers -- Abbreviations -- Contributors -- Acknowledgments -- 1 Introduction -- 2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland -- 3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education -- 4 CLIL as a Vehicle for a Positive English Selfconcept: An Analysis of One Former Student’s Life Course -- 5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example -- 6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape -- 7 Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers’ Practices in CLIL and EFL -- 8 ‘So, after a Week, I Became a Teacher of English’: Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education -- 9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria -- 10 ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service -- 11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers -- 12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales -- 13 Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content -- 14 A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL -- 15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina -- 16 Conclusion: Challenges, Opportunities, Implications and Future Directions -- Index

This book explores the psychology of teaching and learning a subject through a second or other language. It highlights the challenges and benefits of teaching and learning in integrated content and language settings and covers themes such as identity, self-concept, cognition, beliefs, well-being, interventions and professional development

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