English-Taught Programs and Scaffolding in CLIL Settings: a Case Study

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Campo DC	Valore
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	Capitolo
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.unive.it/it/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

Capitolo
open access peer reviewed

English-Taught Programs and Scaffolding in CLIL Settings: a Case Study

A Case Study

Giovanna Carloni Università degli Studi di Urbino «Carlo Bo», Italia

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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.

Pubblicato

15 Maggio 2018

Lingua

ISBN (PRINT)

978-88-6969-228-4

ISBN (EBOOK)

978-88-6969-227-7

Keywords: English-Taught Programs • Scaffolding • CLIL • Higher education • Student perceptions

permalink: http://doi.org/10.30687/978-88-6969-227-7/029

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.

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