{"title":"科学“内容与语言综合学习”（CLIL）教学——一个案例的教学分析","authors":"Alain Jameau, C. L. Hénaff","doi":"10.26220/REV.2890","DOIUrl":null,"url":null,"abstract":"Our article deals with a didactic analysis of the teaching of a non-linguistic subject, physics and chemistry, in English, wuthin the framework of CLIL programs. We describe, from the case study of a science teacher, the articulation between scientific knowledge and language knowledge. From the analysis of video extracts of a lesson about Rutherford's experiment, we produce a description of the asynchronous advance of the different contents at stake. We propose at the end of the article recommendations for the training of teachers who teach in CLIL programs.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"12 1","pages":"21-40"},"PeriodicalIF":0.0000,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"“Content and Language Integrated Learning” (CLIL) teaching in science: a didactic analysis of a case study\",\"authors\":\"Alain Jameau, C. L. Hénaff\",\"doi\":\"10.26220/REV.2890\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Our article deals with a didactic analysis of the teaching of a non-linguistic subject, physics and chemistry, in English, wuthin the framework of CLIL programs. We describe, from the case study of a science teacher, the articulation between scientific knowledge and language knowledge. From the analysis of video extracts of a lesson about Rutherford's experiment, we produce a description of the asynchronous advance of the different contents at stake. We propose at the end of the article recommendations for the training of teachers who teach in CLIL programs.\",\"PeriodicalId\":30116,\"journal\":{\"name\":\"Review of Science Mathematics and ICT Education\",\"volume\":\"12 1\",\"pages\":\"21-40\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-12-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Review of Science Mathematics and ICT Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.26220/REV.2890\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Science Mathematics and ICT Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.26220/REV.2890","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
“Content and Language Integrated Learning” (CLIL) teaching in science: a didactic analysis of a case study
Our article deals with a didactic analysis of the teaching of a non-linguistic subject, physics and chemistry, in English, wuthin the framework of CLIL programs. We describe, from the case study of a science teacher, the articulation between scientific knowledge and language knowledge. From the analysis of video extracts of a lesson about Rutherford's experiment, we produce a description of the asynchronous advance of the different contents at stake. We propose at the end of the article recommendations for the training of teachers who teach in CLIL programs.
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