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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? ; Content and language integrated learning: Which language? How is it integrated? What for? Martí, Otilia In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 219-242 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 219-242 ; 2386-7159 ; 0214-8188 (2020) Abstract: Aquest article té dos objectius. D’una banda, provar de resoldre la indefinició pedagògica i terminològica del Tractament Integrat de Llengua i Contingut. De l’altra, avaluar aquest enfocament des d’una perspectiva plurilingüe. Quant al primer objectiu, aclarirem la diferència entre conceptes com TILC i AICLE que, sovint, de manera errònia, es presenten com equivalents. Pel que fa al segon objectiu, revisarem una de les qüestions més recurrents en la majoria dels debats sobre educació plurilingüe com és la possibilitat d’adquirir la llengua meta sense posar en perill ni l’aprenentatge de continguts ni el de les llengües primeres. La inclusió de pedagogies basades en els gèneres textuals, el desenvolupament de la consciència metalingüstica de l’estudiantat o l’adopció de pràctiques translinguals semblen claus per a fer realitat tot el potencial didàctic d’un TILC de qualitat. ; The aim of this paper is twofold. On the one hand, it deals with the terminological and pedagogical vagueness of Content and Language Integrated Learning. On the other hand, it assesses this teaching approach from a plurilingual perspective. With respect to the first aim, we will explain the difference between CLIL and CEIL, as the former embraces the latter. Regarding the second aim, we will discuss one of the issues recurrent in most debates concerning plurilingual education, namely, the feasibility of acquiring the target language at no cost to subject learning or to first language development. The inclusion of a number of pedagogies based on genre, language awareness or translanguaging will be presented as paramount to achieve all the didactic potential of quality CLIL. Keyword: AICLE; CEIL; CLIL; consciència metalingüística; gèneres textuals; genre pedagogy; integració; integration; language awareness; pràctiques translinguals; TILC; translanguaging URL: https://doi.org/10.7203/caplletra.68.16478 https://ojs.uv.es/index.php/caplletra/article/view/16478 BASE Hide details 2 Teachers’ beliefs about multilingual pedagogies and the role of initial training Portolés Falomir, Laura; Martí, Otilia. - : Taylor & Francis, 2020 BASE Show details 3 Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL) Portolés, Laura; Martí, Otilia. - 2017 BASE Show details 4 Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL) Portolés Falomir, Laura; Martí, Otilia. - : Universitat Autónoma de Barcelona, 2017 BASE Show details 5 Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL) Portolés, Laura; Martí, Otilia In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 1 (2017): ; p. 61-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 1 (2017): (2017) BASE Show details

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