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Language Across the Curriculum & CLI...

Lin, Angel M.Y.

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Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts = theory and practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts/ by Angel M.Y. Lin.
Reminder of title:	theory and practice /
Author:	Lin, Angel M.Y.
Published:	Singapore :Springer Singapore : : 2016.,
Description:	xii, 251 p. :ill., digital ;24 cm.
[NT 15003449]:	1 Introduction -- 2 How Language Varies: Everyday language and Academic Language -- 3 Analysing Academic Language -- 4 Disconnects in Education Settings and Research Traditions -- 5 Curriculum Mapping and Bridging Pedagogies -- 6 Assessment Issues -- 7 Programming for Integration of Content and Language Learning -- 8 Critical Perspectives -- 9 Directions for Future Research & The Way Forward.
Contained By:	Springer eBooks
Subject:	Education. -
Online resource:	http://dx.doi.org/10.1007/978-981-10-1802-2
ISBN:	9789811018022$q(electronic bk.)

Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts = theory and practice /
Lin, Angel M.Y.

Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contextstheory and practice /[electronic resource] :by Angel M.Y. Lin. - Singapore :Springer Singapore :2016. - xii, 251 p. :ill., digital ;24 cm.

1 Introduction -- 2 How Language Varies: Everyday language and Academic Language -- 3 Analysing Academic Language -- 4 Disconnects in Education Settings and Research Traditions -- 5 Curriculum Mapping and Bridging Pedagogies -- 6 Assessment Issues -- 7 Programming for Integration of Content and Language Learning -- 8 Critical Perspectives -- 9 Directions for Future Research & The Way Forward.

This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible "meta-language" (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL are often situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry. "With the publication of this book, teachers, teacher educators, advanced students and researchers can welcome a user-friendly guide to integrating subject-area content and language skills for English language learners. Based on many years' practical experience with teachers and courses, Lin provides a sound research-based account of how to use a register and genre approach to issues of teacher development and pedagogical content knowledge, cross-subject collaborations, joint curriculum design, and balanced assessment, illustrated with numerous real-world examples. Particularly to be welcomed are the thoughtful review of the research on different approaches and the candid and critical discussion of how to serve students' best interests while maintaining an honest intellectual commitment to justice, diversity, and creativity. Highly recommended." Professor Jay Lemke, University of California - San Diego Author of Talking Science: Language, Learning, and Values.

ISBN: 9789811018022$q(electronic bk.)

Standard No.: 10.1007/978-981-10-1802-2doiSubjects--Topical Terms:

516579
Education.

LC Class. No.: LB2806.15

Dewey Class. No.: 375

Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts = theory and practice /
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245 1 0 $a Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts $h [electronic resource] : $b theory and practice / $c by Angel M.Y. Lin.
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505 0 $a 1 Introduction -- 2 How Language Varies: Everyday language and Academic Language -- 3 Analysing Academic Language -- 4 Disconnects in Education Settings and Research Traditions -- 5 Curriculum Mapping and Bridging Pedagogies -- 6 Assessment Issues -- 7 Programming for Integration of Content and Language Learning -- 8 Critical Perspectives -- 9 Directions for Future Research & The Way Forward.
520 $a This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible "meta-language" (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL are often situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry. "With the publication of this book, teachers, teacher educators, advanced students and researchers can welcome a user-friendly guide to integrating subject-area content and language skills for English language learners. Based on many years' practical experience with teachers and courses, Lin provides a sound research-based account of how to use a register and genre approach to issues of teacher development and pedagogical content knowledge, cross-subject collaborations, joint curriculum design, and balanced assessment, illustrated with numerous real-world examples. Particularly to be welcomed are the thoughtful review of the research on different approaches and the candid and critical discussion of how to serve students' best interests while maintaining an honest intellectual commitment to justice, diversity, and creativity. Highly recommended." Professor Jay Lemke, University of California - San Diego Author of Talking Science: Language, Learning, and Values.
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