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Content and Language Integrated Learning (CLIL) is a transformative
and powerful approach to language education and has had a
significant impact on educational pedagogy in recent years. Despite
burgeoning literature on the efficacy and implementation of CLIL,
there remains a gap between CLIL and English Language Teaching
(ELT). Many practitioners wonder how they can ‘do CLIL’ if
their main classes are focused on English as a Foreign Language
(EFL). This volume addresses these concerns by examining the
experiences of various CLIL practitioners in the EFL context of
Japan. Chapters outline the CLIL methodology, the differences in
‘hard CLIL’ (subject led) and ‘soft CLIL’
(language-oriented) before focusing on the EFL interpretations of
soft-CLIL. Although the distinction of hard CLIL and soft CLIL has
been mentioned in several publications, this is the first
book-length exploration of this issue, featuring chapters examining
expectations, challenges, material support, implementation, and
even motivation in CLIL classrooms. All of this culminates in a
review of the potential and future of CLIL in EFL contexts, paving
the way for more widespread and well informed implementation of
CLIL all over the world.
Content and Language Integrated Learning (CLIL) is a transformative
and powerful approach to language education and has had a
significant impact on educational pedagogy in recent years. Despite
burgeoning literature on the efficacy and implementation of CLIL,
there remains a gap between CLIL and English Language Teaching
(ELT). Many practitioners wonder how they can 'do CLIL' if their
main classes are focused on English as a Foreign Language (EFL).
This volume addresses these concerns by examining the experiences
of various CLIL practitioners in the EFL context of Japan. Chapters
outline the CLIL methodology, the differences in 'hard CLIL'
(subject led) and 'soft CLIL' (language-oriented) before focusing
on the EFL interpretations of soft-CLIL. Although the distinction
of hard CLIL and soft CLIL has been mentioned in several
publications, this is the first book-length exploration of this
issue, featuring chapters examining expectations, challenges,
material support, implementation, and even motivation in CLIL
classrooms. All of this culminates in a review of the potential and
future of CLIL in EFL contexts, paving the way for more widespread
and well informed implementation of CLIL all over the world.
Washback refers to the influence of language testing on teaching
and learning. This volume, at the important intersection of
language testing and teaching practices, presents theoretical,
methodological, and practical guidance for current and future
washback studies.
In the field of language testing, researchers' major interest has
traditionally been focused on issues and solving problems inherent
in tests in order to increase their reliability and validity.
However, the washback effect goes well beyond the test itself to
include factors, such as curriculum, teacher and learner behaviors
inside and outside the classroom, their perceptions of the test,
and how test scores are used. Only recently have researchers
started to empirically investigate the phenomenon of washback. This
volume of such research serves two essential purposes by:
*providing an overview of the complexity of washback and the
various contextual factors entangled within testing, teaching, and
learning; and
*presenting empirical studies from around the world that offer
insights into the effects of washback in specific educational
contexts and models of research on which future studies can be
based.
The extensive use of test scores for various educational and social
purposes in society nowadays makes the washback effect a
high-interest phenomenon in the day-to-day educational activities
of teachers, researchers, program coordinators/directors,
policymakers, and others in the field of education. "Washback in
Language Testing: Research Contexts and Methods" is a valuable
resource for those who are interested in the application of
findings to actual teaching and learning situations or conduct
washbackresearch in their own contexts, including educational and
psychological testing experts, as well as alternative assessment
people in all fields, and for policy- and decision-makers in
educational and testing organizations.
Washback refers to the influence of language testing on teaching
and learning. This volume, at the important intersection of
language testing and teaching practices, presents theoretical,
methodological, and practical guidance for current and future
washback studies.
In the field of language testing, researchers' major interest has
traditionally been focused on issues and solving problems inherent
in tests in order to increase their reliability and validity.
However, the washback effect goes well beyond the test itself to
include factors, such as curriculum, teacher and learner behaviors
inside and outside the classroom, their perceptions of the test,
and how test scores are used. Only recently have researchers
started to empirically investigate the phenomenon of washback. This
volume of such research serves two essential purposes by:
*providing an overview of the complexity of washback and the
various contextual factors entangled within testing, teaching, and
learning; and
*presenting empirical studies from around the world that offer
insights into the effects of washback in specific educational
contexts and models of research on which future studies can be
based.
The extensive use of test scores for various educational and social
purposes in society nowadays makes the washback effect a
high-interest phenomenon in the day-to-day educational activities
of teachers, researchers, program coordinators/directors,
policymakers, and others in the field of education. "Washback in
Language Testing: Research Contexts and Methods" is a valuable
resource for those who are interested in the application of
findings to actual teaching and learning situations or conduct
washbackresearch in their own contexts, including educational and
psychological testing experts, as well as alternative assessment
people in all fields, and for policy- and decision-makers in
educational and testing organizations.
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