Effective questioning in CLIL classrooms: empowering thinking

Published on Dec 28, 2019in Elt Journal1.351
· DOI :10.1093/elt/ccz030
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8 Authors (聡代 渡邉, ..., Suto Mieko)
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La presente tesis aborda el papel de la Evaluacion para el Aprendizaje (AFL) en las aulas de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en la Comunidad de Madrid. Black y Wiliam (1998a: 7-8) definen la AfL como “todas aquellas actividades realizadas por profesores y / o por sus estudiantes, que proveen informacion para ser usada como retroalimentacion para modificar las actividades de ensenanza y aprendizaje en las que estan comprometidos”. El proposito principal del estud...
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Content and language integrated learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL involves the use of language-supportive methodologies leading to authentic learning where attention is given to both the topic and the language of instruction. “Achieving this twofold aim calls for the development of a special approach to teaching, in that the nonlanguage subject is not taught in a foreign ...
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Book synopsis: The Roles of Language in CLIL provides a theoretically-based approach to the integration of language and content in primary and secondary contexts addressed to a range of stakeholders in Content and Language Integrated Learning. Adopting the framework of systemic functional linguistics, this book raises practitioners' awareness of how language functions in CLIL.
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The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The a...
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There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the co-construction of meaning through discussion of topics that are of significance to them. This paper reports the results of an extended collaborative action research project in which teachers attempted to create the conditions for such discussion by adopting an inquiry approach to the curriculum. A quantitative comparison between observations made...
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Preface Acknowledgments About the Authors 1. How Can Quality Questioning Transform Classrooms?: Questioning to Advance Thinking, Learning, and Achievement 2. What Are the Characteristics of Quality Questions?: Formulating Questions That Trigger Thinking 3. Who Will Answer?: Engaging ALL Students in Answering Questions 4. How Do Students Make Connections?: Prompting to Promote Thinking 5. What Is the Purpose of Teacher Feedback?: Bringing Closure OR Extending Student Thinking and Talking 6. How D...
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a. Each group will present its research-based instructional strategy in an engaging manner (2030 minutes). Each group will prepare a complete lesson plan, based on—and using--the first six (six) steps of the clinical/target teaching (Direct Instruction) model described in class and in Slavin’s text (Chapter 7). Your lesson will provide research and theory on the strategies in your chapter, its guiding principles. It will highlight important components of each strategy you present (not all of the...
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