Content-Based Language Teaching (CLIL) in Multilingual Classrooms
Keywords:
Content-Based Language Teaching, MultilingualAbstract
This study investigates CLIL's adaptation and implementation in multilingual classrooms, exploring its impact on language and subject knowledge acquisition. Adaptation strategies encompass language proficiency assessment, differentiated instruction, and teacher development. Practical implementation includes pedagogical approaches and materials used, addressing challenges and successes.
The study measures CLIL's impact on language acquisition (listening, speaking, reading, writing) and subject knowledge acquisition (understanding, critical thinking, engagement). Cross-cultural considerations are examined, emphasizing cultural sensitivity, inclusion, and intercultural competence strategies.
This research provides insights for educators and policymakers to optimize CLIL in diverse multilingual settings, fostering holistic learning outcomes.
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References
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