Using Authentic Locally Based Projects to Foster Active Citizenship While Developing Content Knowledge and Language Proficiency in the CLIL Classroom
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-52986-3_5
Reference35 articles.
1. Arthur, J., Davies, I., & Hahn, C. (2008). Introduction. In J. Arthur, I. Davies, & C. Hahn (Eds.), The SAGE handbook of education for citizenship and democracy (pp. 1–10). SAGE.
2. Ball, P. (2018). Innovations and challenges in CLIL materials design. Theory into Practice, 57(3), 222–231. https://doi.org/10.1080/00405841.2018.1484036
3. Banegas, D., Corrales, K., & Poole, P. (2020). Can engaging L2 teachers as material designers contribute to their professional development? Findings from Colombia. System, 91. https://doi.org/10.1016/j.system.2020.102265
4. Banegas, D. L., & Lauze, C. (2020). CLIL and comprehensive sexual education: A case of innovation from Argentina. Profile: Issues in Teachers’ Professional Development, 22(2), 199–209. https://doi.org/10.15446/profile.v22n2.80528
5. Bertolin, J., Tavares, O., & Sin, C. (2022). Towards a democratic and fair society: Civic competences of Brazilian graduates. Education, Citizenship and Social Justice (Advance online publication). https://doi.org/10.1177/17461979221131148
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