{"id":26440,"date":"2019-10-24T17:09:32","date_gmt":"2019-10-24T16:09:32","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=26440"},"modified":"2019-10-24T17:09:32","modified_gmt":"2019-10-24T16:09:32","slug":"artigo-teachers-view-of-languages-in-clil-science-education-a-case-study-in-portugal","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=26440","title":{"rendered":"Artigo | Teachers\u2019 view of language(s) in (CLIL) Science Education: a case study in Portugal"},"content":{"rendered":"\n
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Valentina Piacentini (CIDTFF), Ana Raquel Sim\u00f5es (CIDTFF) & Rui Marques Vieira (CIDTFF) | in Problems of Education in the 21st Century, 77 (5), pp. 636-649<\/strong><\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n\n

\u201cThe\ndevelopment of meaningful environments at school for the learning of Science as\nwell as of foreign languages is an educational concern. CLIL (Content and\nLanguage Integrated Learning), aimed at the students\u2019 acquisition of both the\nforeign Language and specific subject Content, is an approach that may promote\nthe learning of English in use during subject classes and could result in the\nimprovement of conditions and practices of Science education. Research,\nactually, reveals that teaching methodologies aware of language \u2013 such as CLIL\n\u2013 and other semiotic modes implied in Science are beneficial for the learning\nof Science. Studying a CLIL programme (\u201cEnglish Plus\u201d project, EP), in which\nScience is taught\/learnt with\/in English, is thus relevant. A case study on the\nEP project and its participants (English and Science teachers, students\ninvolved in different school years) in one lower secondary state school in\nPortugal was carried out. In the present research, qualitative data collected\nthrough teacher interviews are presented and discussed, with the goal of\nunderstanding the role of Language(s) (verbal language in the mother tongue or\nEnglish and other representation modalities) in the teaching of Science for EP\nteachers, both in conventional and project classes. A greater teacher awareness\nand use of Language(s), when an additional language (English, here) is also\npresent for Science education, results from this work. This contributes to\nresearch on CLIL Science studies and teacher reflections on adopting a\nlanguage-focused approach for Science education, also when the mother tongue is\nspoken.\u201d<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

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Refer\u00eancia:<\/strong>
Piacentini, V., Sim\u00f5es, A.R., & Vieira, R.M. (2019). Teachers\u2019 view of language(s) in (CLIL) Science Education: a case study in Portugal. In Problems of Education in the 21st Century, 77<\/em> (5), pp. 636-649. DOI: 10.33225\/pec\/19.77.636. Retrieved from http:\/\/www.scientiasocialis.lt\/pec\/node\/1241<\/p>\n","protected":false},"excerpt":{"rendered":"

Valentina Piacentini (CIDTFF), Ana Raquel Sim\u00f5es (CIDTFF) & Rui Marques Vieira (CIDTFF) | in Problems of Education in the 21st Century, 77 (5), pp. 636-649 Abstract: \u201cThe 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 […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,14,5],"tags":[],"class_list":["post-26440","post","type-post","status-publish","format-standard","hentry","category-artigos","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t