CLIL 中学教育中学生的语言和学科学习态度

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 2024-08-30 DOI:10.1080/09571736.2024.2390554

Elisa Hidalgo-McCabe

引用次数: 0

摘要

本研究以马德里的西班牙语-英语双语教育计划为背景，探讨了 CLIL 学习者对语言和学科学习的态度。研究比较了 70 名学生在西班牙语和英语双语教育项目中的学习态度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Students’ language and subject learning attitudes in CLIL secondary education

This study examines the attitudes of CLIL learners to both language and subject learning in the context of Madrid’s Spanish-English Bilingual Education Program. The research compared 70 students en...

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages