TerminoCLIL: a terminology-based approach to CLIL

Detalhes bibliográficos
Autor(a) principal: Moreira Silva, Manuel
Data de Publicação: 2016
Outros Autores: Albuquerque, Alexandra
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/17939
Resumo: Considering the new European educational context deriving from the Bologna Process, the urgency of improving university students’ Foreign Languages (FL) competences and the unsatisfactory results of present-day methodological approaches to FL teaching and learning, it seems that the ground is, as Morgado and Coelho (2012) state, ripe for new perspectives in this area. CLIL appears as one of these approaches – more content oriented, more able to meaningfully integrate language and content and to lead to the desired FL proficiency and pluricultural learning outcomes. It is also based on a new paradigm: that of the language user, rather than the language learner (Moore and Dooly 2010).
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spelling TerminoCLIL: a terminology-based approach to CLILCLILTerminology- based approachSpecialised knowledgeTerminoCLILTerminologyConsidering the new European educational context deriving from the Bologna Process, the urgency of improving university students’ Foreign Languages (FL) competences and the unsatisfactory results of present-day methodological approaches to FL teaching and learning, it seems that the ground is, as Morgado and Coelho (2012) state, ripe for new perspectives in this area. CLIL appears as one of these approaches – more content oriented, more able to meaningfully integrate language and content and to lead to the desired FL proficiency and pluricultural learning outcomes. It is also based on a new paradigm: that of the language user, rather than the language learner (Moore and Dooly 2010).Repositório Científico do Instituto Politécnico do PortoMoreira Silva, ManuelAlbuquerque, Alexandra2021-05-19T10:26:15Z20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/17939eng10.7359/791-2016-silvinfo: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:RCAAP2023-03-13T13:09:11Zoai:recipp.ipp.pt:10400.22/17939Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:37:32.207395Repositório 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 TerminoCLIL: a terminology-based approach to CLIL
title TerminoCLIL: a terminology-based approach to CLIL
spellingShingle TerminoCLIL: a terminology-based approach to CLIL
Moreira Silva, Manuel
CLIL
Terminology- based approach
Specialised knowledge
TerminoCLIL
Terminology
title_short TerminoCLIL: a terminology-based approach to CLIL
title_full TerminoCLIL: a terminology-based approach to CLIL
title_fullStr TerminoCLIL: a terminology-based approach to CLIL
title_full_unstemmed TerminoCLIL: a terminology-based approach to CLIL
title_sort TerminoCLIL: a terminology-based approach to CLIL
author Moreira Silva, Manuel
author_facet Moreira 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 Moreira Silva, Manuel
Albuquerque, Alexandra
dc.subject.por.fl_str_mv CLIL
Terminology- based approach
Specialised knowledge
TerminoCLIL
Terminology
topic CLIL
Terminology- based approach
Specialised knowledge
TerminoCLIL
Terminology
description Considering the new European educational context deriving from the Bologna Process, the urgency of improving university students’ Foreign Languages (FL) competences and the unsatisfactory results of present-day methodological approaches to FL teaching and learning, it seems that the ground is, as Morgado and Coelho (2012) state, ripe for new perspectives in this area. CLIL appears as one of these approaches – more content oriented, more able to meaningfully integrate language and content and to lead to the desired FL proficiency and pluricultural learning outcomes. It is also based on a new paradigm: that of the language user, rather than the language learner (Moore and Dooly 2010).
publishDate 2016
dc.date.none.fl_str_mv 2016
2016-01-01T00:00:00Z
2021-05-19T10:26:15Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/17939
url http://hdl.handle.net/10400.22/17939
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.7359/791-2016-silv
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instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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