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CLIL as a Conduit for a Trilingual Kazakhstan
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Mehisto, Peeter; Winter, Liz; Kambatyrova, Assel; Kurakbayev, Kairat – Language Learning Journal, 2023
This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is…
Descriptors: Foreign Countries, Program Effectiveness, Content and Language Integrated Learning, Faculty Development
Vocabulary in Spanish L2 Content-Based Courses: How Do Classroom Elaborations Provide a Space for Learning General and Specialised Vocabulary?
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Marcos Miguel, Nausica – Language Learning Journal, 2022
Content-based instruction is a favoured methodology for approaching L2 language instruction. Although vocabulary development is one language area where advanced learners could grow, there is little research focusing on vocabulary instruction in content-based Spanish L2 courses at US universities. This study analyses a corpus of 25 hours of…
Descriptors: Vocabulary Development, Content and Language Integrated Learning, Second Language Learning, Second Language Instruction
Emotions as Entanglements: Unpacking Teachers' Emotion Management and Policy Negotiation in English-Medium Instruction Programmes
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Sah, Pramod K. – Language Learning Journal, 2023
There is a dearth of knowledge on the emotional challenges content-area teachers in English-medium instruction (EMI) programmes face, and how they manage their emotions in their efforts to negotiate a top-down language policy. This paper examines the entangled emotional experiences of EMI content-area teachers in Nepal's school education. In…
Descriptors: Teacher Attitudes, Language of Instruction, Language Attitudes, Content and Language Integrated Learning