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Task-Based Learning and Content and Language Integrated Learning Materials Design: Process and Product
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Moore, Pat; Lorenzo, Francisco – Language Learning Journal, 2015
Content and language integrated learning (CLIL) represents an increasingly popular approach to bilingual education in Europe. In this article, we describe and discuss a project which, in response to teachers' pleas for materials, led to the production of a significant bank of task-based primary and secondary CLIL units for three L2s (English,…
Descriptors: Task Analysis, Units of Study, Second Language Learning, Second Language Instruction
Collaborative Interaction in Turn-Taking: A Comparative Study of European Bilingual (CLIL) and Mainstream (MS) Foreign Language Learners in Early Secondary Education
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Moore, Pat – International Journal of Bilingual Education and Bilingualism, 2011
This paper explores the emergence of collaborative interaction among early secondary learners in bilingual sections at state schools in Andalusia. These sections are organised in line with a content and language integrated learning (CLIL) approach. By transcribing and then analysing data from oral interviews conducted with randomly selected pairs…
Descriptors: State Schools, Oral Language, Interaction Process Analysis, Comparative Analysis
The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project
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Lorenzo, Francisco; Casal, Sonia; Moore, Pat – Applied Linguistics, 2010
Content and Language Integrated Learning (CLIL) represents an increasingly popular pedagogic approach that has evolved in response to the recognised need for plurilingual competence in Europe. In this article, we present key findings from one of the first large-scale, multidimensional CLIL evaluation projects. We begin by outlining the emergence…
Descriptors: Linguistic Competence, Bilingual Education, Foreign Countries, Communicative Competence (Languages)