Please use this identifier to cite or link to this item: http://hdl.handle.net/10773/26931
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dc.contributor.authorPiacentini, Valentinapt_PT
dc.contributor.authorSimões, Ana Raquelpt_PT
dc.contributor.authorVieira, Rui Marquespt_PT
dc.date.accessioned2019-11-08T16:52:46Z-
dc.date.available2019-11-08T16:52:46Z-
dc.date.issued2019-10-
dc.identifier.issn1822-7864pt_PT
dc.identifier.urihttp://hdl.handle.net/10773/26931-
dc.description.abstractThe 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.pt_PT
dc.language.isoengpt_PT
dc.relationPhD grant SFRH/BD/102895/2014pt_PT
dc.relationProject UID/CED/00194/2019pt_PT
dc.rightsopenAccesspt_PT
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectCLIL (Content and Language Integrated Learning)pt_PT
dc.subjectEFL (English as a foreign language)pt_PT
dc.subjectLanguage-focused Science educationpt_PT
dc.subjectQualitative designpt_PT
dc.subjectReflections on teachingpt_PT
dc.titleTeachers’ view of Language(s) in (CLIL) Science education: a case study in Portugalpt_PT
dc.typearticlept_PT
dc.description.versionpublishedpt_PT
dc.peerreviewedyespt_PT
degois.publication.firstPage636pt_PT
degois.publication.issue5pt_PT
degois.publication.lastPage649pt_PT
degois.publication.titleProblems of Education in the 21st Centurypt_PT
degois.publication.volume77pt_PT
dc.identifier.doihttps://doi.org/10.33225/pec/19.77.636pt_PT
dc.identifier.essn2538-7111pt_PT
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