Insider views of the CLIL class through teacher self-observation- introspection

International Journal of Bilingual Education and Bilingualism

Volumn 10, Issue 5, 2007, Pages 625-646

  Coonan, Carmel Mary ^a  

^a CA' FOSCARI UNIVERSITY OF VENICE   (Italy)

Author keywords

CLIL methodology; Cognitive difficulty; L1 L2 alternation; LS competence; Team teaching

Indexed keywords

EID: 36448981075     PISSN: 13670050     EISSN: None     Source Type: Journal    
DOI: 10.2167/beb463.0     Document Type: Article

References (18)

1. Baker, C. (1996) Foundations of Bilingual Education and Bilingualism (2nd edn). Clevedon: Multilingual Matters.
2. Brown, G. and Yule, G. (1983) Teaching the Spoken Language. Cambridge: Cambridge University Press.
3. Coonan, C.M. (2007) How are students engaged in subject learning through the LS? The case of secondary schools in Italy. In D. Wolff and D. Marsh (eds) Diverse Contexts, Converging Goals: Content and Language Integrated Learning in Europe. Mehrsprachigkeit in Schule und Untericht (Vol. 4). Frankfurt: Peter Lang.
4. Cornaviera, D. and Marangon, C. (2004) Apprendo in L2: la formazione, Quaderno n.1. Venezia: Ufficio Scolastico Regionale per il Véneto, Direzione Generale.
5. Crookes, G. (1986) Task Classification. A Cross-Disciplinary Review (Technical Report, 4). Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai'i.
6. Doughty, C. and Williams, J. (eds) (1998) Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.
7. Doyle, W. (1983) Academic work. Review of Educational Research 53 (1), 159-199.
8. Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press.
9. Levelt, W.M.J. (1978) Skill theory and language teaching. Studies in Second Language Acquisition 1.
10. Lyster, R. (1998) Immersion pedagogy and implications for language teaching. In J. Cenoz and F. Genesee (eds) Beyond Bilingualism. Multilingualism and Multicultural Education. Clevedon: Multilingual Matters.
11. Nunan, D. (1989) Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
12. Pica, T., Kanagy, R. and Falodun, J. (1993) Choosing and using communication tasks for second language instruction and research. In G. Crookes and S. Gass (eds) Tasks and Language Learning. Integrating Theory and Practice (pp. 9-34). Clevedon: Multilingual Matters.
13. Robinson, P. (2001) Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (ed.) Cognition and Second Language Instruction (pp. 287-318). Cambridge: Cambridge University Press.
14. Skehan, P. (1998) A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
15. Skehan, P. (2001) Tasks and language performance assessment. In M. Bygate, P. Skehan and M. Swain (eds) Researching Pedagogic Tasks. Second Language Learning, Teaching and Testing (pp. 167-185). London: Longman.
16. Swain, M. and Lapkin, S. (1982) Evaluating Bilingual Education: A Canadian Case Study. Clevedon: Multilingual Matters.
17. Swain, M. and Lapkin, S. (2001) Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan and M. Swain (eds) Researching Pedagogic Tasks. Second Language Learning, Teaching and Testing (pp. 99-118). London: Longman.
18. Willis J. (1996) A Framework for Task-Based Learning. Harlow: Longman.