| Title |
Būtinybė žiūrėti į IDKM žodyno mokymą kompleksiškai / |
| Another Title |
Acknowledging the manifold nature of CLIL vocabulary. |
| Authors |
Valiukienė, Roma |
| DOI |
10.15388/Verb.2014.5.5015 |
| Full Text |
|
| Is Part of |
Verbum.. Vilnius : Vilniaus universiteto leidykla. 2014, t. 5, p. 279-292.. ISSN 2029-6223 |
| Keywords [eng] |
CLIL ; Scaffolding ; Academic vocabulary ; CALP ; Metacognitive skills ; Collaborative work |
| Abstract [eng] |
Over the observed period, the CLIL teacher trainees intensely practised how to scaffold language, which showed their considerably varied experiences. So, they were challenged by language prerequisites or the complexity of language for scaffolding and they approached CALP (cognitive academic language proficiency) component inconsistently, and CLIL-specific metacognitive skills were also marked as an immediate need. The training programme proved that in order to help teachers shape their conceptual understanding about scaffolding in CLIL they need to be further exposed to text analysis tasks, involved in materials development activities and participate in peer feedback sessions, which would eventually enable them to see content through the eyes of a language professional. Moreover, such materials design projects could instigate development of comprehensive CLIL modules rather than separate CLIL-like lessons. In other words, to qualify as a competent CLIL teacher, systematic professional development activities should take place. |
| Published |
Vilnius : Vilniaus universiteto leidykla |
| Type |
Journal article |
| Language |
Lithuanian |
| Publication date |
2014 |
| CC license |
|
