Linked e-resources
Details
Table of Contents
Chapter 1: Introduction (Begona Belles Fortuno)
Chapter 2: CLIL vs EMI: Different Approaches or the Same Dog with a Different Collar? (Maria Luisa Carrio-Pastor)
Chapter 3: 'How Do I Find the Limit?': Risk Management in EMI and CLIL at University (Monika Wozniak and Fiona Crean)
Chapter 4: Can EMI Contribute to Enhancing Lecturers' and Students' Intercultural Competence? (Marta Aguilar)
Chapter 5: Focus on Language in CBI: How Pre-Service Teachers Work with Language Objectives and Language-Focused Activities in Content-Based Lessons (Anna Krulatz)
Chapter 6: Understanding Lecturers' Practices and Processes: An Investigation of English Medium Education in a Spanish Multilingual University (Niall Curry and Pascual Perez-Paredes)
Chapter 7: The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIS) (Zhenya Ter-Vardanyan)
Chapter 8: Improving Second Language Writing Across the Disciplines: Resources for Content Teachers (Renia Lopez-Ozieblo)
Chapter 9: Teaching Foreign Languages and Literatures from an Intercultural Perspective: A Case Study of the Italian Secondary School (Josep Ballester-Roca and Camilla Spaliviero)
Chapter 10: Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training (Anna Marza)
Chapter 11: CLIL Assessment: Accommodating the Curricular Design in HE (Begona Belles-Fortuno)
Chapter 12: A Vindication for Teaching Teachers: Degrees of Success of Trained vs. Non-Trained School Instructors in the CLIL Classroom (Francisco J. Alvarez Gil)
Chapter 13: Thinking Skills in Exam Models for CLIL Primary Subjects: Some Reflections for Teachers (Maria Angeles Martin del Pozo and Debora Rascon Estebanez)
Chapter 14: Concluding Remarks on Teaching Language and Content in Multilingual Classrooms: CLIL and EMI Approaches (Maria Luisa Carrio-Pastor).
Chapter 2: CLIL vs EMI: Different Approaches or the Same Dog with a Different Collar? (Maria Luisa Carrio-Pastor)
Chapter 3: 'How Do I Find the Limit?': Risk Management in EMI and CLIL at University (Monika Wozniak and Fiona Crean)
Chapter 4: Can EMI Contribute to Enhancing Lecturers' and Students' Intercultural Competence? (Marta Aguilar)
Chapter 5: Focus on Language in CBI: How Pre-Service Teachers Work with Language Objectives and Language-Focused Activities in Content-Based Lessons (Anna Krulatz)
Chapter 6: Understanding Lecturers' Practices and Processes: An Investigation of English Medium Education in a Spanish Multilingual University (Niall Curry and Pascual Perez-Paredes)
Chapter 7: The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIS) (Zhenya Ter-Vardanyan)
Chapter 8: Improving Second Language Writing Across the Disciplines: Resources for Content Teachers (Renia Lopez-Ozieblo)
Chapter 9: Teaching Foreign Languages and Literatures from an Intercultural Perspective: A Case Study of the Italian Secondary School (Josep Ballester-Roca and Camilla Spaliviero)
Chapter 10: Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training (Anna Marza)
Chapter 11: CLIL Assessment: Accommodating the Curricular Design in HE (Begona Belles-Fortuno)
Chapter 12: A Vindication for Teaching Teachers: Degrees of Success of Trained vs. Non-Trained School Instructors in the CLIL Classroom (Francisco J. Alvarez Gil)
Chapter 13: Thinking Skills in Exam Models for CLIL Primary Subjects: Some Reflections for Teachers (Maria Angeles Martin del Pozo and Debora Rascon Estebanez)
Chapter 14: Concluding Remarks on Teaching Language and Content in Multilingual Classrooms: CLIL and EMI Approaches (Maria Luisa Carrio-Pastor).