加强学生的内容和语言发展：CLIL课堂语境下多语研究的启示

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-01-27 DOI:10.1016/j.learninstruc.2025.102083

Kevin W.H. Tai , Li Wei , Elizabeth Ka Yee Loh

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引用次数: 0

摘要

本期《学习与教学》特刊的文章强调了内容与语言综合学习（CLIL）教育发展的四个主要研究领域：(1)跨语言实践在CLIL课堂中的作用；(2)利用技术资源在CLIL课堂中创造一个以技术为媒介的跨语言空间；(3)CLIL教师对跨语言教学理念的认识；(4)跨语言在设计CLIL评估中的作用。本导论将从讨论本期特刊中的文章开始，并强调重要的理论和方法主题。本文还将探讨在CLIL研究中使用译语作为方法框架的含义，这将有助于教师和研究人员更深入地了解CLIL课堂中的意义生成过程。此外，本文还将为CLIL课堂中动态多语言实践的研究提供方向。

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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Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context

The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.