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Index
Acknowledgements
Preface
A window on CLIL
1.2 The development of CLIL
1.3 What are the driving forces behind CLIL?
1.4 Why is CLIL relevant to contemporary education?
1.5 Why is CLIL relevant to the teaching profession? io
References
2 Curricular variation in CLIL
2.2 Scale
2.3 Examples of curricular models
3 CLIL as a theoretical concept
3.2 Language learning and language using
3.3 From cultural awareness to intercultural understanding
3.4 Integrating content and language learning: A holistic view
4 The CLILTool Kit: Transforming theory into practice
Stage is A shared vision for CLIL
Stage 2: Analysing and personalizing the CLIL context
Stage 3: Planning a unit
Stage 4: Preparing the unit
Stage 5: Monitoring and evaluating CLIL in action
Stage 6: Next steps -Towards inquiry-based professional learning communities
APPENDIX: CREATING A TOOL KIT
5 Evaluating and creating materials and tasks for CLIL classrooms
5.1 Factors influencing materials and task evaluation and design
5.2 Evaluating, assembling and modifying materials
5.3 Creating materials 1o1
References io9
6 Assessment issues in CLIL
6.1 What are the main issues for assessment in CLIL?
6.2 Assessment in action: Examples of practice
6.3 Peer- and self-assessment
6.4 Summary of assessment principles
7 Evaluating the impact of CLIL programmes
7.2 A template for evaluations
8 Future directions
8.1 Globalization and change
8.2 Integrating language across the curriculum
8.3 Sustainability and teacher education
8.4 Growth of teacher-led learning communities
8.5 Expanding evidence-based research
Index
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