Content and Language Integrated Learning in South America
Series: Multilingual Education; 46;
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Product details:
- Publisher Springer Nature Switzerland
- Date of Publication 21 March 2025
- Number of Volumes 1 pieces, Book
- ISBN 9783031529887
- Binding Paperback
- See also 9783031529856
- No. of pages229 pages
- Size 235x155 mm
- Language English
- Illustrations VII, 229 p. 16 illus., 3 illus. in color. Illustrations, black & white 647
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Long description:
Table of Contents:
Foreword.- Introduction; Yolanda Ruiz de Zarobe and Darío Banegas.- PART I: Characterization and implementation of CLIL in South America.- CLIL in Argentina: The development of academic vocabulary using a CLIL approach in a literature module in an English language teacher education programme; Marianela Cabral Bettitelli; Celeste Cortés; María Fernanda Piva and María Aurelia Velázquez.- Implementing a CLIL-driven, CLIL-focused course for student-teachers in tertiary education in Brazil; Raul Albuquerque Paraná.- CLIL in Brazil: Revisiting CLIL through critical lens; Antonieta Megale and Fernanda Liberali.- CLIL in Colombia; Conor Keogh, Kathleen A. Corrales and Paige M. Poole.- The reality of CLIL in public schools in Ecuador; Tammy Mercedes Fajardo-Dack; Mónica Patricia Abad Célleri; Juanita Catalina Argudo Serrano and Homero Patricio Cabrera-Tenecea.- Implementing CLIL in Uruguay: Challenges, contradictions and opportunities; Gabriel Díaz Maggioli.- PART II: Teacher education.- CLIL and teacher education in Argentina; María Gimena San Martín.- Desvendando CLIL no Brasil: Course participants' experiences of an online CLIL teacher education programme in the pandemic; Julia Landau, Raul Albuquerque Paraná and María Luisa Pérez Cañado.- Learning R2L approach to teach CLIL: An action research study in initial teacher education programme in Chile; Malba Barahona and Jing Hao.- Teacher education and CLIL in Colombia; Liliana Cuesta Medina and Yolanda Ruiz de Zarobe.- Are Ecuadorian universities preparing EFL teachers for CLIL? Sacred vs. secret stories; Tammy Mercedes Fajardo-Dack; Mónica Patricia Abad Célleri and Juanita Catalina Argudo Serrano.- Becoming a CLIL teacher: Exploring the voices of Uruguayan teachers in preparation; Gabriel Díaz Maggioli and Patricia Carabelli Mari.- Conclusions: Future trends and challenges for the implementation of CLIL in South America; Darío Banegas and Yolanda Ruiz de Zarobe.
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