Volume 69 No.1（Open Access） - 2023-03-31

Book Review: Beyond CLIL: Pluriliteracies Teaching for Deeper Learning

書評：評《超越內容與語言整合學習：深度學習的多元素養教學》

Author：
Ya-Chen Chien / 簡雅臻
Keyword：
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  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references

台灣英語文教學研究學會（2022）。2030雙語政策：趨勢、衝擊與挑戰。https://youtu.be/CGfF

　　7CWaAow

Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge

　　University Press. https://doi.org/10.1017/9781108914505

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge University

　　Press.

Dale, L. (2020). On language teacher and CLIL: Shifting the perspectives. https://www.nuffic.nl/sites/

　　default/files/2022-02/on-language-teachers-and-clil-shifting-the-perspectives.pdf

Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual

　　Review of Applied Linguistics, 31, 182-204. https://doi.org/10.1017/S0267190511000092

Dettmer, P. (2005). New blooms in established fields: Four domains for learning and doing. Roeper

　　Review, 28(2), 70-78. https://doi.org/10.1080/02783190609554341

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Gay, G. (2010). Culturally responsive teaching – Theory, research and practice (2nd ed.). Teachers College

　　Press.

Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M. A., Greenleaf, C., Lee, C. D., Shanahan,

　　C., & Project READI. (2016). Disciplinary literacies and learning to read for understanding: A

　　conceptual framework for disciplinary literacy. Educational Psychologist, 51(2), 219-246. https://

　　doi.org/10.1080/00461520.2016.1168741

Krashen, S. D. (2002, November 8-10). The comprehension hypothesis and its rivals [Paper presentation].

　　The Fourth Pan-Asian Conference and Eleventh International Symposium and Book Fair on English

　　Teaching, Taipei, Taiwan.

Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2

　　education: Vygotskian Praxis and the research/practice divide. Routledge.

Leung, C., & Morton, T. (2016). Language competence, learning and pedagogy in CLIL – deepening and

　　broadening integration. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising

　　integration in CLIL and multilingual education (pp. 235-248). Multilingual Matters. https://doi.org/

　　10.21832/9781783096145-014

Lyster, R. (2018). Content-based language teaching. Routledge.

McConachie, S. M., Petrosky, A. R., & Resnick, L. B. (2009). Content matters: A disciplinary literacy

　　approach to improving student learning. Jossey-Bass.

Merino, J. A., & Lasagabaster, D. (2018). CLIL as a way to multilingualism. International Journal of

　　Bilingual Education and Bilingualism, 21(1), 79-92. https://doi.org/10.1080/13670050.2015.1128386

National Research Council (U.S.), Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and

　　work: Developing transferable knowledge and skills in the 21st Century. The National Academies

　　Press.

Skidmore, D. (2020). From pedagogical dialogue to dialogical pedagogy. Language and Education, 14(4),

　　283-296. https://doi.org/10.1080/09500780008666794

Tillema, H., Van der Westhuizen, G. J., & Van der Merwe, M. P. (2015). Knowledge building through

　　conversation. In H. Tillema, G. J. Van der Westhuizen, & K. Smith (Eds.), Mentoring for learning

　　(pp. 1-19). Sense Publisher. https://doi.org/10.1007/978-94-6300-058-1_1

 

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