CLIL and terminology – moving forward towards a dialogical relation
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/10364 |
Resumo: | In this paper, we propose a terminology-based approach to CLIL, named TerminoCLIL. This approach was developed and implemented in the framework of the CLIL-ReCLES. PT Project, one of the first applied research projects in Portugal, aiming at, in general terms, implementing CLIL courses in Portuguese Higher Education Institutions (HEI) and at establishing a CLIL community of practice in HE. Although CLIL is still lacking some conceptual clarity [2], in this paper CLIL is viewed as a languagedriven instruction tool to learn content, and not as a language-teaching approach. This is why we believe that Terminology, viewed as the study of terms and their use in specialized languages, can contribute to strengthen the link between the two dimensions of CLIL: (a) content (knowledge) and (b) language (discourse on the knowledge). In fact, due to the extra-linguistic nature of knowledge, it is generally through discourse (language) that knowledge and its representations, conveyed by specialized texts, can be acquired. In TerminoCLIL specialized texts are used in a scaffolded process of three different but connected stages [8], to support the introduction to, use and structuring of domain knowledge. This approach aims at the progressive acquisition and management of domain terminology by the students using strategies of retrieval/organisation, application and representation/visualisation of knowledge, The use of this approach by CLIL teachers is guided by a Learning Activity Plan (LAP), developed to help accomplish the objectives of acquiring specialized knowledge, either individually or collaboratively, in a scaffolded learning process. |
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CLIL and terminology – moving forward towards a dialogical relationIn this paper, we propose a terminology-based approach to CLIL, named TerminoCLIL. This approach was developed and implemented in the framework of the CLIL-ReCLES. PT Project, one of the first applied research projects in Portugal, aiming at, in general terms, implementing CLIL courses in Portuguese Higher Education Institutions (HEI) and at establishing a CLIL community of practice in HE. Although CLIL is still lacking some conceptual clarity [2], in this paper CLIL is viewed as a languagedriven instruction tool to learn content, and not as a language-teaching approach. This is why we believe that Terminology, viewed as the study of terms and their use in specialized languages, can contribute to strengthen the link between the two dimensions of CLIL: (a) content (knowledge) and (b) language (discourse on the knowledge). In fact, due to the extra-linguistic nature of knowledge, it is generally through discourse (language) that knowledge and its representations, conveyed by specialized texts, can be acquired. In TerminoCLIL specialized texts are used in a scaffolded process of three different but connected stages [8], to support the introduction to, use and structuring of domain knowledge. This approach aims at the progressive acquisition and management of domain terminology by the students using strategies of retrieval/organisation, application and representation/visualisation of knowledge, The use of this approach by CLIL teachers is guided by a Learning Activity Plan (LAP), developed to help accomplish the objectives of acquiring specialized knowledge, either individually or collaboratively, in a scaffolded learning process.Repositório Científico do Instituto Politécnico do PortoSilva, ManuelAlbuquerque, Alexandra2017-11-06T14:00:16Z20162017-10-28T11:41:05Z2016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/10364enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T12:51:54Zoai:recipp.ipp.pt:10400.22/10364Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:30:48.237675Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
CLIL and terminology – moving forward towards a dialogical relation |
title |
CLIL and terminology – moving forward towards a dialogical relation |
spellingShingle |
CLIL and terminology – moving forward towards a dialogical relation Silva, Manuel |
title_short |
CLIL and terminology – moving forward towards a dialogical relation |
title_full |
CLIL and terminology – moving forward towards a dialogical relation |
title_fullStr |
CLIL and terminology – moving forward towards a dialogical relation |
title_full_unstemmed |
CLIL and terminology – moving forward towards a dialogical relation |
title_sort |
CLIL and terminology – moving forward towards a dialogical relation |
author |
Silva, Manuel |
author_facet |
Silva, Manuel Albuquerque, Alexandra |
author_role |
author |
author2 |
Albuquerque, Alexandra |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Silva, Manuel Albuquerque, Alexandra |
description |
In this paper, we propose a terminology-based approach to CLIL, named TerminoCLIL. This approach was developed and implemented in the framework of the CLIL-ReCLES. PT Project, one of the first applied research projects in Portugal, aiming at, in general terms, implementing CLIL courses in Portuguese Higher Education Institutions (HEI) and at establishing a CLIL community of practice in HE. Although CLIL is still lacking some conceptual clarity [2], in this paper CLIL is viewed as a languagedriven instruction tool to learn content, and not as a language-teaching approach. This is why we believe that Terminology, viewed as the study of terms and their use in specialized languages, can contribute to strengthen the link between the two dimensions of CLIL: (a) content (knowledge) and (b) language (discourse on the knowledge). In fact, due to the extra-linguistic nature of knowledge, it is generally through discourse (language) that knowledge and its representations, conveyed by specialized texts, can be acquired. In TerminoCLIL specialized texts are used in a scaffolded process of three different but connected stages [8], to support the introduction to, use and structuring of domain knowledge. This approach aims at the progressive acquisition and management of domain terminology by the students using strategies of retrieval/organisation, application and representation/visualisation of knowledge, The use of this approach by CLIL teachers is guided by a Learning Activity Plan (LAP), developed to help accomplish the objectives of acquiring specialized knowledge, either individually or collaboratively, in a scaffolded learning process. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016 2016-01-01T00:00:00Z 2017-11-06T14:00:16Z 2017-10-28T11:41:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/10364 |
url |
http://hdl.handle.net/10400.22/10364 |
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eng |
language |
eng |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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