This book aims to describe and offer real examples of input presentation strategies used by university teachers of scientific subjects asked to teach in English through an approach which can be defined as Integrating Content and Language in Higher Education (ICLHE) or CLIL (Content and Language Integrated Learning) in Higher Education. The triangulation of both quantitative and qualitative data gathered in the following ways: 1. Classroom observation based on the compilation and analysis of occurrences of items from a bespoke template of the most common input presentation strategies. 2. Recording of the lectures. This involves the audio recording of about twenty hours of university lectures given by six lecturers from three different universities. Furthermore, each lesson will also is transcribed so as to have a Corpus of spoken data that will serve to highlight the input presentation strategies of the academic staff. 3. Interview with lecturers. In this way the lecturers’ use of and beliefs analysed and commented on. These interviews describe and comment upon the interviewees’ perspectives regarding input presentation strategies by way of an analytic process. The book also seeks to uncover the strategies any given teacher may adopt to compensate for the fact that he or she is teaching a subject in English and not in their own native language, regardless of the instructor’s native language.
|Titolo tradotto del contributo||[Autom. eng. transl.] English as a university language. The linguistic input of the teachers|
|Numero di pagine||138|
|Stato di pubblicazione||Pubblicato - 2012|
- inglese lingua veicolare
- input linguistico