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Article: Co-developing Science Literacy and Foreign Language Literacy through 'Concept + Language Mapping'

TitleCo-developing Science Literacy and Foreign Language Literacy through 'Concept + Language Mapping'
Authors
He, PLin, AMY
KeywordsContent and Language Integrated Learning (CLIL)
Foreign language literacy
science literacy
English medium instruction (EMI)
thematic patterns
Issue Date2019
PublisherJohn Benjamins Publishing Co. The Journal's web site is located at https://benjamins.com/catalog/jicb
Citation
Journal of Immersion and Content-Based Language Education, 2019, v. 7 n. 2, p. 261-288 How to Cite?
DOI: http://dx.doi.org/10.1075/jicb.18033.he
AbstractDrawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.
DescriptionSpecial issue of the Journal of Immersion and Content-Based Language Education, entitled: Teaching, Learning and Scaffolding in CLIL Science Classrooms
Persistent Identifierhttp://hdl.handle.net/10722/273009
ISSN
2212-8433
2020 SCImago Journal Rankings: 0.236
ISI Accession Number ID
WOS:000488084800006

 

DC FieldValueLanguage
dc.contributor.authorHe, P-
dc.contributor.authorLin, AMY-
dc.date.accessioned2019-08-06T09:20:50Z-
dc.date.available2019-08-06T09:20:50Z-
dc.date.issued2019-
dc.identifier.citationJournal of Immersion and Content-Based Language Education, 2019, v. 7 n. 2, p. 261-288-
dc.identifier.issn2212-8433-
dc.identifier.urihttp://hdl.handle.net/10722/273009-
dc.descriptionSpecial issue of the Journal of Immersion and Content-Based Language Education, entitled: Teaching, Learning and Scaffolding in CLIL Science Classrooms-
dc.description.abstractDrawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.-
dc.languageeng-
dc.publisherJohn Benjamins Publishing Co. The Journal's web site is located at https://benjamins.com/catalog/jicb-
dc.relation.ispartofJournal of Immersion and Content-Based Language Education-
dc.rightsJournal of Immersion and Content-Based Language Education. Copyright © John Benjamins Publishing Co.-
dc.rightsReaders of post-print must contact John Benjamins Publishing for further reprinting or re-use-
dc.subjectContent and Language Integrated Learning (CLIL)-
dc.subjectForeign language literacy-
dc.subjectscience literacy-
dc.subjectEnglish medium instruction (EMI)-
dc.subjectthematic patterns-
dc.titleCo-developing Science Literacy and Foreign Language Literacy through 'Concept + Language Mapping'-
dc.typeArticle-
dc.identifier.emailHe, P: hepc1@hku.hk-
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.identifier.authorityLin, AMY=rp01355-
dc.description.naturepostprint-
dc.identifier.doi10.1075/jicb.18033.he-
dc.identifier.scopuseid_2-s2.0-85073242413-
dc.identifier.hkuros300791-
dc.identifier.volume7-
dc.identifier.issue2-
dc.identifier.spage261-
dc.identifier.epage288-
dc.identifier.isiWOS:000488084800006-
dc.publisher.placeNetherlands-
dc.identifier.issnl2212-8433-

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