CLIL,which stands for Content and Language Integrated Learning,is an instructional approach that gives ample curricular and pedagogical attention to content and language outcomes in multilingual educational settings.I...CLIL,which stands for Content and Language Integrated Learning,is an instructional approach that gives ample curricular and pedagogical attention to content and language outcomes in multilingual educational settings.Increasingly,it is heralded as a way to responsibly enact top-down English-Medium-of-Instruction(EMI)policies at the university level,where teachers and students are tasked with developing their English proficiency while remaining competitive in the international job market.However,teachers and teacher educators hoping to implement this approach in their science,technology,engineering and mathematics(STEM)content courses face significant challenges.This article serves as an introduction to a guest-edited special issue that reports on several aspects related to a project of international collaboration called Project SCILLA,an acronym for“STEM Content Integrated with Language-Learning Activities”.We first provide a brief overview of the project,which was developed and carried out in collaboration between Michigan State University and a consortium of 10 rural universities in Kazakhstan as a way to support STEM educators who wish to adapt their teaching practices to Kazakhstan’s Ministry of Education.We then offer an overview of the six articles that comprise the special issue,and call for deliberate and dialogic international collaboration as a way to support teachers responding to language policy demands.展开更多
Tandem learning via email and computer-mediated communication activities flanked standard frontal English lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, vari...Tandem learning via email and computer-mediated communication activities flanked standard frontal English lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, various communication activities performed on-line, and standard courses help mature students to boost their self-esteem, give them more autonomy, and enhance their motivation. Tandem learning, which is based on the principles of reciprocity and autonomy, is ideally suited for adult students. It helps overcome the problems connected to the affective reactions of adults, and at the same time, being content driven, offers a more natural setting to learn an L2 （second language） on a mutual supportive basis.展开更多
基金funding from the U.S.-Kazakhstan University Partnerships program funded by the U.S.Mission to Kazakhstan and administered by American Councils[Award number SKZ100-19-CA-0149].
文摘CLIL,which stands for Content and Language Integrated Learning,is an instructional approach that gives ample curricular and pedagogical attention to content and language outcomes in multilingual educational settings.Increasingly,it is heralded as a way to responsibly enact top-down English-Medium-of-Instruction(EMI)policies at the university level,where teachers and students are tasked with developing their English proficiency while remaining competitive in the international job market.However,teachers and teacher educators hoping to implement this approach in their science,technology,engineering and mathematics(STEM)content courses face significant challenges.This article serves as an introduction to a guest-edited special issue that reports on several aspects related to a project of international collaboration called Project SCILLA,an acronym for“STEM Content Integrated with Language-Learning Activities”.We first provide a brief overview of the project,which was developed and carried out in collaboration between Michigan State University and a consortium of 10 rural universities in Kazakhstan as a way to support STEM educators who wish to adapt their teaching practices to Kazakhstan’s Ministry of Education.We then offer an overview of the six articles that comprise the special issue,and call for deliberate and dialogic international collaboration as a way to support teachers responding to language policy demands.
文摘Tandem learning via email and computer-mediated communication activities flanked standard frontal English lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, various communication activities performed on-line, and standard courses help mature students to boost their self-esteem, give them more autonomy, and enhance their motivation. Tandem learning, which is based on the principles of reciprocity and autonomy, is ideally suited for adult students. It helps overcome the problems connected to the affective reactions of adults, and at the same time, being content driven, offers a more natural setting to learn an L2 （second language） on a mutual supportive basis.
