47 research outputs found
CLIL in Higher Education. Towards a Multilingual Language Policy: Immaculada Fortanet-Gómez
Get PDFReviewed by Simone SmalaThe University of Queensland, Brisbane, Australia
Immaculada Fortanet-Gómez's monograph CLIL in Higher Education. Towards a Multilingual Language Policy is an impressive contribution to the growing literature on CLIL. Setting her research in higher education, and specifically at the Universitat Jaume I in Castelló in the Valencian Community autonomous region in Spain, the author opens a discourse on the role of second, additional and foreign languages as the media of instruction for tertiary settings. [...]Reviewed by Simone SmalaThe University of Queensland, Brisbane, Australia
Immaculada Fortanet-Gómez's monograph CLIL in Higher Education. Towards a Multilingual Language Policy is an impressive contribution to the growing literature on CLIL. Setting her research in higher education, and specifically at the Universitat Jaume I in Castelló in the Valencian Community autonomous region in Spain, the author opens a discourse on the role of second, additional and foreign languages as the media of instruction for tertiary settings. [...]Reviewed by Simone SmalaThe University of Queensland, Brisbane, Australia
Immaculada Fortanet-Gómez's monograph CLIL in Higher Education. Towards a Multilingual Language Policy is an impressive contribution to the growing literature on CLIL. Setting her research in higher education, and specifically at the Universitat Jaume I in Castelló in the Valencian Community autonomous region in Spain, the author opens a discourse on the role of second, additional and foreign languages as the media of instruction for tertiary settings. [...
Content and language integrated learning
No full textOver the past twenty-five years, a growing number of second language immersion programs have been developed in Australian schools. While 'immersion program' is an established term in Australia, internationally and increasingly also nationally, these programs are referred to as 'Content and Language Integrated Learning' or 'CLlL' programs (Smala, 2009). In these diverse local programs, a language other than English is used as the medium to teach curriculum, for example, maths, science or social science, for a variety of year levels, age groups and settings. The current project of developing a National Curriculum for Languages prompted the Modern Language Teachers Association of Victoria (MLTAV) to include questions about immersion teaching as preferred second language teaching option in a recent online survey. 71%of the 386 respondents assigned a medium to very high importance to the inclusion of immersion models for a National Languages Curriculum (Modern Language Teachers Association of Victoria, 2009). In the recent Australian Council for Educational Research review on Second Languages and Australian Schooling, the author Professor Joe Lo Bianco dedicates several sub-sections to immersion pedagogies and declares them as amongst the most promising design developments in the area (LoBianco fr Slaughter, 2009). In addition to the advantages that immersion models present for second language learning, other researchers have, for example, pointed out the benefits for such concepts as higher order thinking (Kong, 2009)
The governmentality of reconciliation: Adult education as a community relations technique in Northern Ireland
No full textDespite a successfully negotiated peace agreement in Belfast in 1998, tensions between different community groups continue to exist in Northern Ireland. This situation creates a governmental need to find solutions to problems such as segregation, inter- and intra-group violence and other forms of sectarian antagonisms. On the one hand, this is attempted by disciplinary measures such as ‘peace walls’ and an increased presence of state powers such as police and armed forces. On the other hand, community relations discourses remain a common refrain in Northern Ireland with their focus on a ‘conduct of conduct’ approach. In this article, I seek to understand adult community education through community relations initiatives and designated anti-sectarian courses as a governmental technology in Northern Ireland designed to change technologies of the self. The article highlights the possibilities for a way forward inherent in this approach and links community relations to broader contexts of policy developments in Northern Ireland
Diversity and Transnationalism - The Merged Curriculum Approach In Bilingual Programmes In Australia
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Review of The First R: How Children Learn Race and Racism Debra Van Ausdale and Joe R. Feagin, , Rowman and Littlefield Publishers, Lanham, Maryland, 2001, 231 pages, ISBN 0 8476 8862 3
No full textUsing Facebook to engage students with social justice concepts in teacher education
No full textThis paper presents a work-in-progress that describes and analyses how a Facebook page for a large introductory education class can re-focus attention and engage students with new social justice concepts through active learning strategies utilizing interactive Facebook tools. A Facebook page was purposefully created and offered to 231 teacher education students in an introductory education course in 2011 and used as the access point for latest information, e.g. web newspaper articles, current affairs TV programs, comedy shows and other media that involved social justice in education topics. Links to ‘just out’ texts were uploaded several times each week during semester which led to an immediacy of different sources and discourses in support of the courses’ focus on social justice in education issues
Contexts and agents – CLIL in Queensland
No full textThe focus of this paper on Content and Language Integrated (CLIL) programs in Queensland, in which key learning areas such as mathmatics, science and social science are delivered through the medium of a second language. In Queensland, CLIL programs are late-onset partial secondary school programs, which usually cover years 8-10 (age 12-16, approximately). There are 12 programs in seven different languages, characterised by high parent involvement and a perception of exclusivity and value-added education in a specialist program
