Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explor...

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Veröffentlicht in:	Language awareness Jg. 33; H. 4; S. 751 - 771
Hauptverfasser:	Llinares, Ana, Morton, Tom, Whittaker, Rachel
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Abingdon Routledge 01.10.2024 Taylor & Francis Ltd
Schlagworte:	Bilingual education Bilingualism CLIL teacher education Collaboration Consciousness Content and language integrated learning Content and language integrated learning (CLIL) Educational activities Frame analysis Integrated Activities Language Language acquisition Language teachers Learning Learning Activities Learning environment Legitimation legitimation code theory (LCT) Professional development Professional training Secondary schools Sequences Spanish language teacher language awareness (TLA) Teacher Researchers Teachers Teaching Madrid Spain Spain
ISSN:	0965-8416, 1747-7565
Online-Zugang:	Volltext
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