María José Vega, Julian Weiss, and Cesc Esteve, eds. Reading and Censorship in Early Modern Europe. Studia Aurea Monográfica 2; Barcelona 11–13 December 2007. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, 2010. 222 pp. n.p. ISBN: 978–84–490–2655–3. - 
            María José Vega and Iveta Nakládalová, eds. Lectura y culpa en el siglo XVI / Reading and Guilt in the 16th Century. Studia Aurea Monográfica 3. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelo

Prendergast, Ryan

doi:10.1086/671670

Renaiss. Q.

2013

DOI: 10.1086/671670

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María José Vega, Julian Weiss, and Cesc Esteve, eds. Reading and Censorship in Early Modern Europe. Studia Aurea Monográfica 2; Barcelona 11–13 December 2007. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, 2010. 222 pp. n.p. ISBN: 978–84–490–2655–3. - María José Vega and Iveta Nakládalová, eds. Lectura y culpa en el siglo XVI / Reading and Guilt in the 16th Century. Studia Aurea Monográfica 3. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelo

Ryan Prendergast

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Teachers’ View of Language(s) in (Clil) Science Education: A Case Study in Portugal

Piacentini

Simões

Vieira

2019

PEC

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The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

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Teachers’ View of Language(s) in (Clil) Science Education: A Case Study in Portugal

Piacentini

Simões

Vieira

2019

PEC

View full text Add to dashboard Cite

show abstract

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Teachers’ View of Language(s) in (Clil) Science Education: A Case Study in Portugal

Teachers’ View of Language(s) in (Clil) Science Education: A Case Study in Portugal

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