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dc.date.accessioned 2016-02-17T12:51:54Z
dc.date.available 2016-02-17T12:51:54Z
dc.date.issued 2014
dc.identifier.uri http://sedici.unlp.edu.ar/handle/10915/51180
dc.description.abstract The aim of this article is to explore the potential of CLIL as a key approach in the future of English language teaching. Issues related to the different roles of teachers including teacher trainingand to the school specific subjects have been discussed . We have also focused our attention on the relationship between this approach and culture. The role of language in CLIL and the implementation of different modes of assessment are also mentioned. Material selection and adaptation is analysed in the light of CLIL´s principles. The analysis of these points leads us to provide a series of requisites which are to be met if we want the CLIL approach to improve out teaching practices and our students learning experiences. es
dc.language en es
dc.subject enseñanza de idiomas es
dc.subject idioma inglés es
dc.title CLIL: the approach for the future? en
dc.type Articulo es
sedici.identifier.uri http://www.puertasabiertas.fahce.unlp.edu.ar/numeros/numero-10/clil-the-approach-for-the-future es
sedici.identifier.issn 1853-614X es
sedici.creator.person Jalo, Marcela Lilian es
sedici.creator.person Pérez Albizú, Candela es
sedici.subject.materias Humanidades es
sedici.description.fulltext true es
mods.originInfo.place Facultad de Humanidades y Ciencias de la Educación es
sedici.subtype Articulo es
sedici.rights.license Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5)
sedici.rights.uri http://creativecommons.org/licenses/by-nc-nd/2.5/ar/
sedici.description.peerReview peer-review es
sedici.relation.journalTitle Puertas Abiertas es
sedici.relation.journalVolumeAndIssue no. 10 es


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Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5) Excepto donde se diga explícitamente, este item se publica bajo la siguiente licencia Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5)