Series | Studi e ricerche
Edited book | La didattica delle lingue nel nuovo millennio
Chapter | English-Taught Programs and Scaffolding in CLIL Settings: a Case Study
Abstract
This study examines the effectiveness of scaffolding provided in a Content and Language Integrated Learning (CLIL) environment at the University of Urbino in Italy, as perceived by a group of students attending CLIL courses taught in English at the university. Data were gathered through an online post-course questionnaire that learners answered on a voluntary basis. Results show that, overall, students perceived the scaffolding that was provided as rather effective, although some shortcomings emerged.
Published May 15, 2018 | Language: en
Keywords Higher education • English-Taught Programs • Scaffolding • Student perceptions • CLIL
Copyright © 2018 Giovanna Carloni. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/978-88-6969-227-7/029
Introduzione
TESTIMONIANZE DAL CONGRESSO: MACARO E VEDOVELLI
1 L’ITALIANO NEL PROCESSO DELL’INTERNAZIONALIZZAZIONE
1.1 L’ITALIANO NELLA SCUOLA
1.2 L’ITALIANO ALL’ESTERO
1.3 GLI STUDENTI UNIVERSITARI INTERNAZIONALI E L’ITALIANO
2 ALTRE LINGUE NEL PROCESSO DI INTERNAZIONALIZZAZIONE
2.1 INTERCULTURALITÀ
2.2 CLIL
2.3 EMI
2.4 INTERCOMPRENSIONE
DC Field | Value |
---|---|
dc.identifier |
ECF_chapter_1810 |
dc.contributor.author |
Carloni Giovanna |
dc.title |
English-Taught Programs and Scaffolding in CLIL Settings: a Case Study. A Case Study |
dc.type |
Chapter |
dc.language.iso |
en |
dc.description.abstract |
This study examines the effectiveness of scaffolding provided in a Content and Language Integrated Learning (CLIL) environment at the University of Urbino in Italy, as perceived by a group of students attending CLIL courses taught in English at the university. Data were gathered through an online post-course questionnaire that learners answered on a voluntary basis. Results show that, overall, students perceived the scaffolding that was provided as rather effective, although some shortcomings emerged. |
dc.relation.ispartof |
Studi e ricerche |
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing |
dc.issued |
2018-05-15 |
dc.identifier.uri |
http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-228-4/english-taught-programs-and-scaffolding-in-clil-se/ |
dc.identifier.doi |
10.30687/978-88-6969-227-7/029 |
dc.identifier.issn |
2610-993X |
dc.identifier.eissn |
2610-9123 |
dc.identifier.isbn |
978-88-6969-228-4 |
dc.identifier.eisbn |
978-88-6969-227-7 |
dc.rights |
Creative Commons Attribution 4.0 International Public License |
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
item.fulltext |
with fulltext |
item.grantfulltext |
open |
dc.peer-review |
yes |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
English-Taught Programs |
dc.subject |
English-Taught Programs |
dc.subject |
Higher education |
dc.subject |
Higher education |
dc.subject |
Scaffolding |
dc.subject |
Scaffolding |
dc.subject |
Student perceptions |
dc.subject |
Student perceptions |
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