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    Tytuł:
    The role of a teacher in a CLIL classroom
    Autorzy:
    Papaja, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/915845.pdf
    Data publikacji:
    2013-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    CLIL
    bilingual
    language classroom
    teacher
    teaching
    language development
    Opis:
    CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 147-153
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language
    Autorzy:
    Kan, Rachel T. Y.
    Murphy, Victoria A.
    Powiązania:
    https://bibliotekanauki.pl/articles/780665.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    reading comprehension
    vocabulary
    English as an additional language
    idioms
    bilingual language development
    Opis:
    Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 579-605
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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