CLIL-teacher training at the university level. Bridging the gap between theory and practice.

Autor/inn/en	Burmeister, Petra; Ewig, Michael; Frey, Evelyn; Rimmele, Marisa
Titel	CLIL-teacher training at the university level. Bridging the gap between theory and practice.
Quelle	Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 145-156Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-64400-3
Schlagwörter	Empirische Untersuchung; Gruppendiskussion; Interview; Pilotstudie; Bildungsbiografie; Biologieunterricht; Curriculum; Deutschland; Englisch; Interview; Mehrsprachigkeit; Hochschule; Lehramtsstudent; Gruppendiskussion; Unterrichtssprache; Lehramtsstudent; Lehrerausbildung; Feedback; Curriculum; Biologieunterricht; Unterrichtssprache; Bilingualer Unterricht; Mehrsprachigkeit; Englisch; Seminar; Hochschule; Deutschland; Weingarten
Abstract	This article summarises the findings of a pilot study which explores how university students plan CLIL science lessons. It was undertaken in an interdisciplinary TEFL-Biology seminar which aims at introducing CLIL and providing opportunities for groups of students to plan and teach CLIL lessons at schools. The research questions derive from experiences in the previous CLIL seminar which showed that some students had problems integrating language and content and planned lessons with a dominant focus either on the language or on the content instead. These observations led the authors to assume that the students' subject disciplines and subject specialisations might have had an influence on the lesson planning processes. The hypotheses were confirmed by analyses of tape-recorded group discussions and guided interviews. The results suggest positive effects on CLIL lessons if students with different subject disciplines and subject specialisations cooperated in the planning process. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2