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Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes

. Nikula, Tarja. “Hands-on Tasks in CLIL Science Classrooms as Sites for Subject-Specific Language Use and Learning.” System , vol. 54, 2015, pp. 14-27. Nixon, Caroline, and Michael Tomlinson. Kids Box 3 . Cambridge UP, 2013. Rose, David. Reading to Learn: Accelerating Learning and Closing the Gap . Teacher Training Books and DVD, 2018, www.readingtolearn.com.au . Rose, David. Reading to Learn: Implementation and Outcomes of the Professional Development Program. Report for the Western NSW Region, 2011, NSW Department of Education and Training

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Task-Based Learning (TBL) and Cognition

. O Cérebro, a Bioquímica e as Aprendizagens: um Guia para Pais e Educadores. Porto: Edições Asa, 2002. Krashen, Stephen, and Tracy Terrell. The Natural Approach: Language Acquisition in the Classroom . Hemel Hempstead: Prentice Hall, 1983. Lapa, Carlos, Lídia Mota, and Margarida Vilela. Programa de Alemão 10.º e 11.º anos . Ministério da Educação, 2001. Masuhara, Hitomi. “Brain Studies and Materials for Language Learning.” Second Language Research and Materials Development for Language Learning . Ed. Brian Tomlinson. London: Routledge, 2016

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CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School

Works Cited Bailey, Nancy. “Attaining Content and Language Integrated Learning (CLIL) in the Primary School Classroom.” American Journal of Educational Research , vol.3, no. 4, 2015, pp. 418-26. Bandler, Richard, and John Grinder. Frogs into Princes. Neuro Linguistic Programming . Real People Press, 1979. Brooks, Jacqueline Grennon, and Martin G. Brooks. In Search of Understanding: The Case of Constructivist Classrooms . Association for Supervision and Curriculum Development, 1999. Catenaccio, Paola, and Cinzia Giglioni. “CLIL Teaching

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Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References

.” Languages, Cultures and Virtual Communities , vol. 34, 2012, pp. 33-38. Boulton, Alan. “Hands-on / Hands-off: Alternative Approaches to Data-Driven Learning.” Input, Process and Product: Developments in Teaching and Language Corpora , edited by James Thomas and Alan Boulton, Masaryk UP, 2012, pp. 152-68. Boulton, Alan. “Language Awareness and Medium-Term Benefits of Corpus Consultation.” New Trends in Computer-Assisted Language Learning: Working Together , edited by Ana Gimeno Sanz, Macmillan ELT, 2011, pp. 39-46. Byram, Michael, and Peter Grundy

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New Technologies, Multiple Literacies and Teaching English as a Foreign Language

Abstract

This article presents and briefly discusses the results from a survey conducted with English teachers of the third cycle and secondary education in Portugal as part of a study on multiple literacies and Web 2.0 in English as a foreign language (EFL) classroom (Cardoso). Based on the answers provided, it can be assumed that among this group of teachers, new technologies tend to be part of their professional practice. However, it is unclear if digital tools have been used to actually promote more innovative ways of teaching or just as a different way to approach more traditional methods. Moreover, it seems that suitable guidance, training and further development of appropriate materials are required to facilitate and better integrate new technologies in the EFL classroom.

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Some Lessons Learned: The ReCLes.pt CLIL Project in Higher Education

Abstract

This paper draws together a number of best practices identified over the course of the national ReCLes.pt CLIL project. Developed by Portuguese Higher Education Institutes (HEIs) associated in the Network Association of Language Centers in Higher Education in Portugal (ReCLes.pt, http://recles.pt), the project promoted pilot teacher training courses in Content and Language Integrated Learning (CLIL). Ultimately, 33 CLIL course modules were implemented in six participating HEIs, impacting over 600 students. Over the course of three years to reach this initial long-term goal, the ReCLes.pt CLIL researchers collaborated to review the literature and work through the resulting debates. The resulting overarching course of action is reflected in the teaching manual, written collaboratively and published with the related data-gathering tools for the study partially funded by the Portuguese Foundation for Science and Technology. The best practices focused on in this article include promoting the perspective of FL learners as FL users, the practical implementation of communities of practice and learning, and the development of CLIL modules to include scaffolding and ICT.

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Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials

Practice: The Pedagogy of Realistic Teacher Education.” Orbis Scholae 5.2 (2011): 32-50. Lave, J., and E. Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991. Mann, S. “The Language Teacher’s Development.” Language Teaching 38 (2005): 103-18. Mahmood, K. “Indicators for a Quality Textbook Evaluation Process in Pakistan.” Journal of Research and Reflection in Education 3/2 (2009): 158-76. Mukundan, J., and T. Ahour. “A Review of Textbook Evaluation

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Digital Competence and CLIL: The Use of WebQuests in Bilingual Education

de la calidad educativa. BOE nº 295, 2013. Pérez Gómez, Ángel. Educarse en la Era Digital . Morata, 2012. Schank, Roger Carl. Lessons in Learning, e-Learning, and Training. Perspectives and Guidance for the Enlightened Trainer. Pfeiffer, 2005. Vygotsky, Lev. Mind in Society: The Development of Higher Psychological Processes . Harvard UP, 1978.

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Foreign Language Education in Portuguese Higher Education Institutions: The State of Play

_Baptista_final_full_paper.pdf? Beacco, Jean-Claude, and Michael Byram. Guide for the Development of Language Education Policies in Europe. From Linguistic Diversity to Plurilingual Education . Council of Europe, 2003. Biggs, John, and Catherine Tang. Teaching for Quality Education. Open UP, 2011. Bizarro, Rosa, organiser. Eu e o Outro: Estudos Multidisciplinares sobre Identidade(s), Diversidade(s) e Práticas Interculturais . Areal Editores, 2007. Breen, Michael, and Christopher Candlin. “The Essentials of a Communicative Curriculum in Language Teaching”. Applied Linguistics

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What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal

Works Cited Barbero, Teresina. “Insegnare in Lingua Straniera: Quali Sfide? Quali Difficoltà?” CLIL: Un Nuovo Ambiente Di Apprendimento. Sviluppi e Riflessioni Sull’uso Veicolare Di Una Lingua Seconda/ Straniera , edited by Carmel Mary Coonan, Libreria Editrice Cafoscarina, 2006, pp. 105-17. Beacco, Jean-Claude, et al. Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education . Council of Europe, 2010. Blanchard, Brigitte, et al. “The PROFILES Project Promoting Science Teaching in a Foreign Language

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