Teaching, Learning and Scaffolding in CLIL Science Classrooms
Special issue of the Journal of Immersion and Content-Based Language Education 7:2 (2019)
Editors
[Journal of Immersion and Content-Based Language Education, 7:2] 2019. v, 178 pp.
Publishing status: Available
Published online on 25 September 2019
Published online on 25 September 2019
© John Benjamins Publishing Company
Table of Contents
- Teaching, learning and scaffolding in CLIL science classroomsYuen Yi Lo & Angel M. Y. Lin | pp. 151–165
- Language focused episodes by monolingual teachers in English Medium Instruction science lessonsJiangshan An, Ernesto Macaro & Ann Childs | pp. 166–191
- The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of contentMarianne Turner | pp. 192–211
- Teacher language awareness and scaffolded interaction in CLIL science classroomsDaozhi Xu & Gary James Harfitt | pp. 212–232
- Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketchesCaroline Ho, June Kwai Yeok Wong & Natasha Anne Rappa | pp. 233–260
- Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”Peichang He & Angel M. Y. Lin | pp. 261–288
- Scaffolding for cognitive and linguistic challenges in CLIL science assessmentsYuen Yi Lo, Wai-mei Lui & Mona Wong | pp. 289–314
- The role of language in scaffolding content & language integration in CLIL science classroomsKok-Sing Tang | pp. 315–328
Introduction
Articles
Articles
Commentary