Building science through questions in Content and Language Integrated Learning (CLIL) classrooms

Building science through questions in Content and Language Integrated Learning (CLIL) classrooms

Abstract Background The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students’ ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information...

Full description

Bibliographic Details
Main Authors: Laura Tagnin, Máire Ní Ríordáin
Format: Article
Language:English
Published: SpringerOpen 2021-05-01
Series:International Journal of STEM Education
Subjects:
Science learning
Content and Language Integrated Learning
Teacher questions
Classroom discourse
Online Access:https://doi.org/10.1186/s40594-021-00293-0

Internet

https://doi.org/10.1186/s40594-021-00293-0

Similar Items