Title (eng)
Overview of curricular demands of disciplinary literacies
An Exploratory Survey: A Report by CLILNetLE Working Group 3 Deliverable 7
Author
Teresa Ting
Department of Chemistry and Chemical Technologies, The University of Calabria (Italy)
Description (eng)
This Report represents Deliverable 7 (D7) of COST Action 21114 and is an exploratory survey which makes a first step in the abovementioned, more concrete direction. The explicit objective of this Deliverable is to “overview curricular demands regarding bi/multilingual disciplinary literacies in CLIL across educational levels, for Key Subjects” (Memorandum of Understanding (MoU), p. 18), surveying “at least three ITC countries and three Non-ITC countries” (MoU, p. 20). The results reported here reflect the work of 33 Researchers from 19 Universities, a teacher-training institution and a high school, located in six ITC Countries and five non-ITC Countries. Together, these researchers performed two parallel but complementary TASKS to survey and overview curricular demands of disciplinary literacies from two angles.
Remark
Cite as: Citation of report: Y.L.T. Ting, C. Dalton-Puffer & S. Rieder-Marschallinger (Eds), Overview of curricular demands of disciplinary literacies: An exploratory survey and report by CLILNetLE Working Group 3 Deliverable 7 doi.org/10.25365/phaidra.532_20 Citation of individual chapters: Please see this Detailed Citation Index: drive.google.com/file/d/1Q_m19w9ZS3Lyt2iOrnDpWG1TD1h9QcGQ/view?usp=drive_link
Keywords (eng)
CLILBilingual EducationDisciplinary DiscourseCognitive Discourse FunctionsOfficial Curricula Documents
Subject (eng)
ÖFOS 2012 -- 602007 -- Applied linguistics
Subject (eng)
ÖFOS 2012 -- 503029 -- Language teaching research
Subject (eng)
ÖFOS 2012 -- 503007 -- Didactics
Type (eng)
Language
English [eng]
Project
Title (eng)
CLIL Network for Languages in Education
Acronym
CLILNetLe
Funder (eng)
European Union
Project description (eng)
Content and Language Integrated Learning (CLIL) describes the teaching of non-language subjects through a foreign language, typically in mainstream school education. One of the big advantages of CLIL is that it helps school students to learn to use a foreign language for professional and academic purposes, alongside their native language. This ability encompasses both competences in doing the subject, including acquiring relevant knowledge, and in using the appropriate language. The term to describe this ability is bi/multilingual disciplinary literacies. Our research network encompasses expertise from various fields, including language education, CLIL, subject education, digital media, and multilingual schools, to gain a comprehensive understanding of bi/multilingual disciplinary literacies More precisely, this Action unites researchers and teacher educators from across Europe and international partners in Canada and Hong Kong with a view towards developing a common research agenda on bi/multilingual disciplinary literacies in CLIL. The specific objectives include providing surveys of CLIL practice with regard to bi/multilingual disciplinary literacies, developing standardized research tools and training resources, identifying best educational practices and disseminating our insights to educational, academic, industry, and public stakeholders. These activities are organised in five distinct Working Groups.
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