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Learner autonomy in the CLIL classroom

Maschmeier, Frank.

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Learner autonomy in the CLIL classroom

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learner autonomy in the CLIL classroom/ Frank Maschmeier.
Author:	Maschmeier, Frank.
Published:	Frankfurt a.M. :Peter Lang GmbH, Internationaler Verlag der Wissenschaften, : 2019.,
Description:	300 p. :ill., map, digital ;24 cm.
[NT 15003449]:	CLIL: between subject and language learning Learner autonomy in language and subject learning Integrating autonomy into CLIL: opportunity or problem area? Integrating autonomy into CLIL: the relevance of student motivation Design of the empirical study Results Discussion of study results Implications for CLIL practice and outlook
Subject:	Language arts (Higher) - Correlation with content subjects. -
Online resource:	https://www.peterlang.com/document/1057053
ISBN:	9783631780145

Learner autonomy in the CLIL classroom
Maschmeier, Frank.

Learner autonomy in the CLIL classroom[electronic resource] /Frank Maschmeier. - Frankfurt a.M. :Peter Lang GmbH, Internationaler Verlag der Wissenschaften,2019. - 300 p. :ill., map, digital ;24 cm. - Mehrsprachigkeit in Schule und Unterricht ;Bd.18. - Mehrsprachigkeit in Schule und Unterricht ;Bd.18..

Includes bibliographical references.

CLIL: between subject and language learning Learner autonomy in language and subject learning Integrating autonomy into CLIL: opportunity or problem area? Integrating autonomy into CLIL: the relevance of student motivation Design of the empirical study Results Discussion of study results Implications for CLIL practice and outlook

In Content and Language Integrated Learning (CLIL), content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings. The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.

ISBN: 9783631780145Subjects--Topical Terms:

3400155
Language arts (Higher)
--Correlation with content subjects.

LC Class. No.: P53.293 / .M37 2019

Dewey Class. No.: 418.0071

Learner autonomy in the CLIL classroom
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100 1 $a Maschmeier, Frank. $3 3507518
245 1 0 $a Learner autonomy in the CLIL classroom $h [electronic resource] / $c Frank Maschmeier.
260 $a Frankfurt a.M. : $b Peter Lang GmbH, Internationaler Verlag der Wissenschaften, $c 2019.
300 $a 300 p. : $b ill., map, digital ; $c 24 cm.
490 1 $a Mehrsprachigkeit in Schule und Unterricht ; $v Bd.18
504 $a Includes bibliographical references.
505 0 $a CLIL: between subject and language learning Learner autonomy in language and subject learning Integrating autonomy into CLIL: opportunity or problem area? Integrating autonomy into CLIL: the relevance of student motivation Design of the empirical study Results Discussion of study results Implications for CLIL practice and outlook
520 $a In Content and Language Integrated Learning (CLIL), content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings. The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.
650 0 $a Language arts (Higher) $x Correlation with content subjects. $3 3400155
650 0 $a Language and languages $x Study and teaching (Higher). $3 608421
650 0 $a Applied linguistics $x Study and teaching. $3 3311184
650 0 $a Interdisciplinary approach in education. $3 526717
650 0 $a Self-managed learning. $3 1963221
830 0 $a Mehrsprachigkeit in Schule und Unterricht ; $v Bd.18. $3 3507519
856 4 0 $u https://www.peterlang.com/document/1057053