Teaching Young Learners in Bilingual Settings

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Berge, Paul 저자(글)

Narr Dr. Gunter · 2024년 09월 23일

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저자(글) Berge, Paul

목차

• 1 Introduction1.1 Background and rationale1.1.1 Historical and theoretical foundations of CLIL1.1.2 Research results on CLIL outcomes in Germany1.1.3 The CLIL context of the present study: Dortmund International Primary Schools (DIPS)1.1.4 Researching teachers' cognitions1.1.5 Research results on CLIL teachers' cognitions1.2 Purpose of the study1.3 Eliciting teachers' cognitions related to CLIL practices1.4 Outline of chapters2 CLIL and its Foundations in Theories of Second Language Acquisition2.1 CLIL and Immersion: Foundations and principles2.1.1 Immersion2.1.2 Content and Language Integrated Learning2.1.3 CLIL goals2.2 Theories of second language acquisition2.2.1 Usage-based theories: Input, output, and interaction2.2.2 Sociocultural theory: Mediation, zone of proximal development, and collaborative dialogue2.2.3 Complex systems approach: Affordances, co-adaptation, and learner agency2.3 Summary3 Early Foreign Language Learning at Primary Level3.1 Principles of foreign language instruction at primary school3.1.1 Authenticity3.1.2 English as the language of instruction3.1.3 Multisensory Learning3.1.4 Play-based Learning3.1.5 Visualization3.1.6 Prioritizing listening and speaking3.1.7 Differentiation and individualization3.1.8 Theme-oriented teaching3.2 CLIL at primary school in Germany3.2.1 Age and foreign language learning3.2.2 Organization3.2.3 Subjects3.2.4 Curricula: English and Science3.2.5 Teacher requirements and competences3.2.6 Classroom interaction3.2.7 L1 and L2 use3.2.8 Motivation3.3 Summary4 Teacher Cognition4.1 History of the study of teacher cognition4.2 Goals of teacher cognition studies4.3 Terminology and constructs of teacher cognition4.4 CLIL teachers' cognitions4.4.1 Teacher types4.4.2 CLIL teachers' goals4.4.3 Teachers' approaches4.5 Summary5 Methods and Research Design5.1 Aims and research questions5.2 Methods5.2.1 Collecting and analyzing verbal data5.2.2 Semi-structured interviews5.2.3 Classroom observations5.2.4 Qualitative content analysis5.3 Research design5.3.1 Research context: Dortmund International Primary Schools5.3.2 Research participants5.3.3 Data gathering procedures5.3.4 Data analysis procedures5.4 Research quality5.4.1 Validity5.4.2 Reliability5.5 Summary6 Results6.1 Research question 1: What cognitions do teachers hold about teaching and learning in primary school CLIL?6.1.1 Cognitions about the role of content, L1, and L26.1.2 Cognitions about young learner SLA in CLIL6.1.3 Cognitions about choosing CLIL topics and activities6.1.4 Cognitions about teacher competences and demands6.1.5 Cognitions about student characteristics6.1.6 Summary6.2 Research question 2: What language-related educational goals do teachers work toward?6.2.1 Foreign language learning goals6.2.2 General pedagogic goals that support language learning6.2.3 Summary6.3 Research question 3: What approaches do teachers believe are best for achieving these goals?6.3.1 Focus on input6.3.2 Know the students6.3.3 Scaffolding6.3.4 Motivate students6.3.5 Student choice of language6.3.6 Teach language explicitly6.3.7 Plan for more time6.3.8 Build links to other subjects6.3.9 Summary7 Discussion7.1 Teachers' cognitions about teaching and learning in primary school CLIL7.2 Teachers' cognitions about language-related educational goals in CLIL7.3 Teachers' cognitions about approaches most effective for achieving CLIL goals7.4 Influence of the DIPS program design on teachers' cognitions7.5 Summary8 Conclusion8.1 Limitations8.2 Implications8.3 Further re

기본정보

ISBN	9783381128013 ( 3381128019 )
발행(출시)일자	2024년 09월 23일
쪽수	247쪽
크기	170 * 240 * 20 mm / 453 g
언어	영어