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The Role of Proficiency and Pair Formation Method in Language-Related Episodes: A Study of Young CLIL Learners' Interaction
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Francisco Gallardo del Puerto; María Basterrechea – Language Teaching Research, 2024
Little is known about young CLIL (Content and Language Integrated Learning) learners' attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair…
Descriptors: Language Role, Language Proficiency, Content and Language Integrated Learning, Task Analysis
Teachers' Perceptions on Corrective Feedback in Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) Contexts in Bangladesh
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Md. Asif Kamal; Prodhan Mahbub Ibna Seraj; Fatema Begum – MEXTESOL Journal, 2024
The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, "English for Academic Purposes," a contextualized TBLT module prepared jointly by British Council and University…
Descriptors: Teacher Attitudes, Error Correction, Feedback (Response), Task Analysis
Developing Multilingual Competence in Future Educators: Approaches, Challenges, and Best Practices
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Gulimzhan Tuimebayeva; Bibigul Shagrayeva; Kulyash Kerimbayeva; Naila Shertayeva; Aliya Bitemirova; Perizat Abdurazova – Open Education Studies, 2024
This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, Student Projects