LEADER 01145nas 2200373 c 450 001 9910891803303321 005 20190905214240.0 035 $a(CKB)5280000000205202 035 $a(DE-599)ZDB2983261-5 035 $a(DE-101)1194067158 035 $a(EXLCZ)995280000000205202 100 $a20190904a20149999 |y | 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a... zoo review$eannual review of the North of England Zoological Society$fChester Zoo. North of England Zoological Society 210 31$aUpton by Chester$cNorth of England Zoological Society$d[2014]- 215 $aOnline-Ressource 300 $aGesehen am 517 $aZoo Review 517 1 $aannual report of the North of England Zoological Society for the year ended ... 608 $aZeitschrift$2gnd-content 676 $a590 686 $aBIODIV$qDE-30$2fid 712 02$aZoological Gardens$4isb 801 0$b0030 801 1$bDE-101 801 2$b9001 906 $aJOURNAL 912 $a9910891803303321 996 $a.. zoo review$94262915 997 $aUNINA LEADER 04634oam 2200685I 450 001 9910972675403321 005 20190826145055.0 010 $a9781461958802 010 $a1461958806 010 $a9789401210614 010 $a9401210616 024 7 $a10.1163/9789401210614 035 $a(CKB)2550000001259772 035 $a(EBL)1686938 035 $a(SSID)ssj0001216196 035 $a(PQKBManifestationID)11728706 035 $a(PQKBTitleCode)TC0001216196 035 $a(PQKBWorkID)11205749 035 $a(PQKB)10106852 035 $a(MiAaPQ)EBC1686938 035 $a(OCoLC)876717213$z(OCoLC)876340856$z(OCoLC)878299377$z(OCoLC)961645339$z(OCoLC)962624192$z(OCoLC)994456792 035 $a(nllekb)BRILL9789401210614 035 $a(Au-PeEL)EBL1686938 035 $a(CaPaEBR)ebr10860073 035 $a(CaONFJC)MIL589132 035 $a(OCoLC)876717213 035 $a(EXLCZ)992550000001259772 100 $a20140415d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aIntegration of theory and practice in CLIL /$fRuth Breeze 205 $a1st ed. 210 1$aAmsterdam :$cRodopi B.V.,$d2014. 215 $a1 online resource (202 p.) 225 1 $aUtrecht Studies in Language and Communication ;$v28 300 $aIncludes index. 311 08$a9789042038141 311 08$a9042038144 311 08$a9781306578813 311 08$a1306578817 320 $aIncludes bibliographical references and index. 327 $tPreliminary Material -- $tTeaching (in) the foreign language in a CLIL context: Towards a new approach /$rAna Halbach -- $tThe roots of CLIL: Language as the key to learning in the primary classroom /$rAoife Ahern -- $tStrategic instruction in primary education: A pathway to successful learning in content-based contexts /$rYolanda Ruiz de Zarobe and Victoria Zenotz -- $tEvaluating a CLIL student: Where to find the CLIL advantage /$rJill Surmont , Piet Van de Craen , Esli Struys and Thomas Somers -- $tProspective CLIL and non-CLIL students? interest in English (classes): A quasi-experimental study on German sixth-graders /$rDominik Rumlich -- $tAddressing our students? needs: Combined task-based and project-based methodology in second language and CLIL courses /$rIgnacio Pérez-Ibáñez -- $tLearning processes in CLIL: Opening the door to innovation /$rFelipe Jiménez , Agata Muszy?ska and Maite Romero -- $tContent versus language teacher: How are CLIL students affected? /$rDavid Lasagabaster -- $tIdentifying student needs in English-medium university courses /$rRuth Breeze -- $tCLIL at university: Transversal integration of English language and content in the curriculum /$rJavier Barbero and Jesús Ángel González -- $tDirectory of CLIL projects and resources -- $tIndex. 330 $aContent and Language Integrated Learning (CLIL) has now become a feature of education in Europe from primary school to university level. CLIL programmes are intended to integrate language and content learning in a process of mutual enrichment. Yet there is little consensus as to how this is to be achieved, or how the outcomes of such programmes should be measured. It is evident that a further type of integration is required: that of bringing the practice of CLIL into closer contact with the theory. In this, it is necessary to establish the role played by other fundamental aspects of the learning process, including learner and teacher perspectives, learning strategies, task design and general pedagogical approaches. The first part of this book provides a variety of theoretical approaches to the question of what integration means in CLIL, addressing key skills and competences that are taught and learned in CLIL classrooms, and exploring the role of content and language teachers in achieving an integrated syllabus. The second part takes specific cases and experimental studies conducted at different educational levels and analyses them in the light of theoretical considerations. 410 0$aUtrecht Studies in Language and Communication$v28. 606 $aLanguage and languages$xStudy and teaching$zEurope 606 $aLanguage and languages$xStudy and teaching$2fast 607 $aEurope$2fast 615 0$aLanguage and languages$xStudy and teaching 615 7$aLanguage and languages$xStudy and teaching. 676 $a418.0071 701 $aBreeze$b Ruth$01786245 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910972675403321 996 $aIntegration of theory and practice in CLIL$94317670 997 $aUNINA