CLIL training guide: creating a CLIL learning community in higher education

Detalhes bibliográficos
Autor(a) principal: Morgado, Margarida
Data de Publicação: 2015
Outros Autores: Coelho, Margarida, Arau Ribeiro, María Del Carmen, Marina Nunes Albuquerque, Alexandra, Moreira Silva, Manuel
Tipo de documento: Livro
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/17933
Resumo: The ReCLes.pt CLIL Training Guide presents the theoretical and practical basis for the creation of a CLIL Learning Community of foreign language teachers and subject teachers with the topics organized across four chapters. In Chapter 1, the objectives and structuring of the ten hours of sessions and the learning outcomes are presented with an introduction to CLIL design in higher education (HE), forms of interdisciplinary cooperation/collaboration, and a number of models for classroom management. Chapter 2 provides enriching material to help teachers bett er understand the principles of a CLIL Learning Community and CLIL itself, including interactive and student-centered methodologies, a focus on oral interaction and critical dialogue, suggested activities, and the key points for organizing a successful CLIL module. In Chapter 3, on CLIL materials and resources, sections cover the defi nition and examples of scaff olding and activating prior knowledge as well as the selection and adaptation of scaff olding materials, including the use of electronic media and a terminology-based approach. The proposed terminology-based approach focuses on the collection, description, processing, and systematic representation of concepts and their designations. As such, the use of terminology can become a key construct in CLIL teaching, involving the search, production, use, and dissemination of information. International organizations, networks, and multinational professional communities are involved in these steps within the global communication process, providing real motivation for students participating in the CLIL learning process. The final chapter …
id RCAP_dbcba09e5428961c877bd62e332482ca
oai_identifier_str oai:recipp.ipp.pt:10400.22/17933
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling CLIL training guide: creating a CLIL learning community in higher educationCLIL trainingCILL learningHigher educationThe ReCLes.pt CLIL Training Guide presents the theoretical and practical basis for the creation of a CLIL Learning Community of foreign language teachers and subject teachers with the topics organized across four chapters. In Chapter 1, the objectives and structuring of the ten hours of sessions and the learning outcomes are presented with an introduction to CLIL design in higher education (HE), forms of interdisciplinary cooperation/collaboration, and a number of models for classroom management. Chapter 2 provides enriching material to help teachers bett er understand the principles of a CLIL Learning Community and CLIL itself, including interactive and student-centered methodologies, a focus on oral interaction and critical dialogue, suggested activities, and the key points for organizing a successful CLIL module. In Chapter 3, on CLIL materials and resources, sections cover the defi nition and examples of scaff olding and activating prior knowledge as well as the selection and adaptation of scaff olding materials, including the use of electronic media and a terminology-based approach. The proposed terminology-based approach focuses on the collection, description, processing, and systematic representation of concepts and their designations. As such, the use of terminology can become a key construct in CLIL teaching, involving the search, production, use, and dissemination of information. International organizations, networks, and multinational professional communities are involved in these steps within the global communication process, providing real motivation for students participating in the CLIL learning process. The final chapter …Livro Financiado por FCT no âmbito do programa ‘Partilha e Divulgação de Experiências em Inovação Didática no Ensino Superior Português’De Facto EditoresRepositório Científico do Instituto Politécnico do PortoMorgado, MargaridaCoelho, MargaridaArau Ribeiro, María Del CarmenMarina Nunes Albuquerque, AlexandraMoreira Silva, Manuel2021-05-19T09:11:57Z20152015-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bookapplication/pdfhttp://hdl.handle.net/10400.22/17933eng978-989-8557-50-6info: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:RCAAP2023-03-13T13:09:10Zoai:recipp.ipp.pt:10400.22/17933Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:37:31.897595Repositório 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 training guide: creating a CLIL learning community in higher education
title CLIL training guide: creating a CLIL learning community in higher education
spellingShingle CLIL training guide: creating a CLIL learning community in higher education
Morgado, Margarida
CLIL training
CILL learning
Higher education
title_short CLIL training guide: creating a CLIL learning community in higher education
title_full CLIL training guide: creating a CLIL learning community in higher education
title_fullStr CLIL training guide: creating a CLIL learning community in higher education
title_full_unstemmed CLIL training guide: creating a CLIL learning community in higher education
title_sort CLIL training guide: creating a CLIL learning community in higher education
author Morgado, Margarida
author_facet Morgado, Margarida
Coelho, Margarida
Arau Ribeiro, María Del Carmen
Marina Nunes Albuquerque, Alexandra
Moreira Silva, Manuel
author_role author
author2 Coelho, Margarida
Arau Ribeiro, María Del Carmen
Marina Nunes Albuquerque, Alexandra
Moreira Silva, Manuel
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Repositório Científico do Instituto Politécnico do Porto
dc.contributor.author.fl_str_mv Morgado, Margarida
Coelho, Margarida
Arau Ribeiro, María Del Carmen
Marina Nunes Albuquerque, Alexandra
Moreira Silva, Manuel
dc.subject.por.fl_str_mv CLIL training
CILL learning
Higher education
topic CLIL training
CILL learning
Higher education
description The ReCLes.pt CLIL Training Guide presents the theoretical and practical basis for the creation of a CLIL Learning Community of foreign language teachers and subject teachers with the topics organized across four chapters. In Chapter 1, the objectives and structuring of the ten hours of sessions and the learning outcomes are presented with an introduction to CLIL design in higher education (HE), forms of interdisciplinary cooperation/collaboration, and a number of models for classroom management. Chapter 2 provides enriching material to help teachers bett er understand the principles of a CLIL Learning Community and CLIL itself, including interactive and student-centered methodologies, a focus on oral interaction and critical dialogue, suggested activities, and the key points for organizing a successful CLIL module. In Chapter 3, on CLIL materials and resources, sections cover the defi nition and examples of scaff olding and activating prior knowledge as well as the selection and adaptation of scaff olding materials, including the use of electronic media and a terminology-based approach. The proposed terminology-based approach focuses on the collection, description, processing, and systematic representation of concepts and their designations. As such, the use of terminology can become a key construct in CLIL teaching, involving the search, production, use, and dissemination of information. International organizations, networks, and multinational professional communities are involved in these steps within the global communication process, providing real motivation for students participating in the CLIL learning process. The final chapter …
publishDate 2015
dc.date.none.fl_str_mv 2015
2015-01-01T00:00:00Z
2021-05-19T09:11:57Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/book
format book
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/17933
url http://hdl.handle.net/10400.22/17933
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 978-989-8557-50-6
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv De Facto Editores
publisher.none.fl_str_mv De Facto Editores
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799131465531785216