RT info:eu-repo/semantics/bachelorThesis
T1 CLIL and Writing: A Double Challenge
A1 García González, Miriam
A2 Universidad de Valladolid. Facultad de Filosofía y Letras
K1 Educacion bilingue
K1 Inglés (lengua) - Estudio y enseñanza
AB The EU has promoted multilingualism through the implementation of CLIL at the threeeducational levels to support FL learning. Two major concerns stand out. On the onehand, the current focus on CLIL is largely on content, and the integration of content andlanguage cannot be assumed. On the other hand, students show deficiencies in thewriting skill, which is underappreciated. This paper aims at analysing the paradoxes inCLIL, and at describing why and how to support writing development in secondaryschool. Whilst the development of an integrated perspective on CLIL is yet underconstruction, more explicit attention to the FL in CLIL training, classrooms andtextbooks would already mean better CLIL practice. A genre-based approach andregister scaffolding would help CLIL teachers raise learners’ language awarenessimproving this way their written performance.Key words: CLIL, bilingualism, writing, secondary school, language awareness, genre
YR 2016
FD 2016
LK http://uvadoc.uva.es/handle/10324/18526
UL http://uvadoc.uva.es/handle/10324/18526
LA eng
NO Departamento de Filología Inglesa
DS UVaDOC
RD 29-may-2024