EFL literacy development in CLIL settings: an insight into teachers' practices.
The present article examines teachers’ practices on ELF literacy development in Primary CLIL settings. The work is part of the research developed in the Erasmus+ project “Developing FL literacy in CLIL contexts, which aims to improve literacy practices in the CLIL classrooms. The study has an explor...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/68019 |
| Acceso en línea: | http://hdl.handle.net/10017/68019 https://dx.doi.org/10.26378/rnlael1327339 |
| Access Level: | acceso abierto |
| Palabra clave: | Literacy Teachers' practices Reading Content and Language Integrated Learning English as a Foreign Language Literacidad Prácticas docentes Lectura Aprendizaje integrado de contenidos y lengua extranjera Inglés como lengua extranjera Filología Philology |
| Sumario: | The present article examines teachers’ practices on ELF literacy development in Primary CLIL settings. The work is part of the research developed in the Erasmus+ project “Developing FL literacy in CLIL contexts, which aims to improve literacy practices in the CLIL classrooms. The study has an exploratory and descriptive nature and was conducted using an online questionnaire, designed and supervised by the international group participating in the project. Results show that a number of the resources, tools and strategies used by participants fall short in covering students’ communicative needs in our present society, such as the work on different genres and text types, the promotion of free voluntary reading or the creation of a link between reading and writing tasks. Possible improvement areas are related to teacher training, lesson planning and materials design. |
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