Towards a re-conceptualisation of the roles of EFL teachers in CLIL Secondary settings : a genre-based pedagogy for developing academic literacies
English has become much more than a foreign language. In our global world, the English language is now an indispensable tool which opens up professional, educational and mobility opportunities for citizens. In this context, multilingualism is understood as the ability to communicate functionally in...
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| Tipo de documento: | tese |
| Data de publicação: | 2023 |
| País: | España |
| Recursos: | Universidad Complutense de Madrid (UCM) |
| Repositório: | Docta Complutense |
| Idioma: | inglês |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/88001 |
| Acesso em linha: | https://hdl.handle.net/20.500.14352/88001 |
| Access Level: | Acceso aberto |
| Palavra-chave: | 811.111(043.2) Lengua inglesa English language Filología inglesa 5505.10 Filología |
| Resumo: | English has become much more than a foreign language. In our global world, the English language is now an indispensable tool which opens up professional, educational and mobility opportunities for citizens. In this context, multilingualism is understood as the ability to communicate functionally in a variety of situations by mobilising their linguistic resources and repertoire resulting from dynamic and plurilingual trajectories (Cenoz &Gorter, 2020). It is for that reason that long-established pedagogies in the field of English as a Foreign Language (EFL) are being challenged by the need to look for approaches which better meet the linguistic demands of our globalised society. In the last two decades, Content and Language Integrated Learning (CLIL) has spread across Europe as the most effective educational approach to provide learners with the linguistic tools which society demands from them. Since CLIL consists of teaching content subjects through a foreign language with dual aims (Coyle et al., 2010), CLIL classrooms are regarded as a natural environment for foreign language acquisition. Thus, CLIL has been considered the new communicative approach (Graddol, 2006; Pérez-Vidal, 2009) because it creates favourable conditions for authentic language use in ways which EFL cannot offer... |
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