In:Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
[Benjamins Current Topics 115] 2021
► pp. v–vi
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Published online: 13 May 2021
https://doi.org/10.1075/bct.115.toc
https://doi.org/10.1075/bct.115.toc
Table of contents
Introduction
Teaching, learning and scaffolding in CLIL science classrooms1
Yuen Yi Lo
Angel M. Y. Lin
Chapters
Language focused episodes by monolingual teachers in English Medium Instruction science lessons17
Jiangshan An
Ernesto Macaro
Ann Childs
The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of content43
Marianne Turner
Teacher language awareness and scaffolded interaction in CLIL science classrooms63
Daozhi Xu
Gary James Harfitt
Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept
sketches85
Caroline Ho
June Kwai Yeok Wong
Natasha Anne Rappa
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”115
Peichang He
Angel M. Y. Lin
Scaffolding for cognitive and linguistic challenges in CLIL science assessments143
Yuen Yi Lo
Wai-mei Lui
Mona Wong
Commentary
The role of language in scaffolding content & language integration in CLIL science classrooms169
Kok-Sing Tang
Index182
