Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study
Author:
Affiliation:
1. Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, UK
2. Universidad de La Frontera, Temuco, Chile
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/09658416.2024.2321875
Reference54 articles.
1. Andrews, S. (2009). Teacher language awareness. Cambridge University Press.
2. Andrews, S., & Lin, M. Y. (2018). Language awareness and teacher development. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 57–74). Routledge.
3. Anglada, L. (2020). Reflections on English grammar instruction in EFL/ESL educational settings. In D. L. Banegas (Ed.), Content knowledge in English language teacher education: International experiences (pp. 49–64). Bloomsbury.
4. Argudo, J., Fajardo-Dack, T., & Abad, M. (2023). CLIL in educator. In D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning (pp. 433–445). Routledge.
5. Using language(s) to develop subject competences in CLIL-based practice
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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