Titlebook: Content-based Language Learning in Multilingual Educational Environments; Maria Juan-Garau,Joana Salazar-Noguera Book 2015 Springer Intern

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Assessing Relative Brand Value,‘learn to learn’ in multilingual academic settings, and perhaps eventually work in multilingual settings. And for those who do not get to travel, ‘internationalisation at home’ might be a foreseeable objective.

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Analyzing Stated Choice Surveys,e CLIL lessons? This chapter reviews and compares CLIL outcomes under different starting age and exposure conditions. It also compares those outcomes with outcomes from more intensive language teaching programmes. On the basis of these comparisons, the discussion considers the best time and timing f

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Revealed Values: Minivan Trends,regarding learners’ motivational and attitudinal stands as well as their willingness to communicate. The present chapter will provide an account of the multilingual education policies implemented in the aforementioned communities, in the light of the strategies deployed in the rest of Spain and Euro

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Value-Range Analysis of C Programser CLIL provision across a 3-year span. More specifically, it aims at investigating whether CLIL instruction has any positive effect on developing EFL written competence. To that end, participants were requested to complete a general composition exercise over four data collection times, which are an

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Overlapping Memory Accesses and Pointersre analyzed by a native English speaker who phonetically transcribed vowel identity. Results showed that CLIL instruction did not have an ameliorating effect on students’ pronunciation of vowel segments. Additional analyses revealed that spelling and vowel identity influenced the amount of vowel pro

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Interfacing Analysis and Numeric Domainct test over a 3-year span. Our results indicate that the CLIL context appears to accelerate lexico-grammatical learning. However, CLIL learners do not surpass their non-CLIL peers when accumulated hours of instruction are equivalent. These findings point to the need for increased attention to form

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