Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools
This study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers’ pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer’s Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2021 |
Reihe/Periodikum: | van Kampen , E , Meirink , J , Admiraal , W & Berry , A 2021 , ' Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools ' , Language, Culture and Curriculum , vol. 34 , no. 1 , pp. 18-34 . https://doi.org/10.1080/07908318.2020.1732999 |
Schlagwörter: | bilingual education / Content and language integrated learning (CLIL) / culture / pedagogies / the Netherlands |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-28767998 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://research.monash.edu/en/publications/3b459435-02b7-4b52-9e98-a2f6800572be |