The Psychological Experience of Integrating Content and Language / / ed. by Kyle Read Talbot, Marie-Theres Gruber, Rieko Nishida.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2021 Part 2
• MitwirkendeR: Arshad, Victor,; Banegas, Darío Luis,; Dafouz, Emma,; Dalton-Puffer, Christiane,; Gierlinger, Erwin M.,; Gruber, Marie-Theres,; Hofstadler, Nicole,; Hüttner, Julia,; Jin, Jun,; Lyster, Roy,; Lämmerer, Anita,; Mahalingappa, Laura,; Mercer, Sarah,; Milla, Ruth,; Muñoz, Antonio Jiménez,; Mäntylä, Katja,; Nishida, Rieko,; Pappa, Sotiria,; Parry, Nia Mererid,; Pilar García Mayo, María del,; Pinner, Richard S.,; Polat, Nihat,; Read Talbot, Kyle,; Roiha, Anssi,; Smit, Ute,; Talbot, Kyle Read,; Thomas, Enlli Môn,
• HerausgeberIn: Gruber, Marie-Theres,; Nishida, Rieko,; Talbot, Kyle Read,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2021]; ©2021
• Year of Publication: 2021
• Language: English
• Series: Psychology of Language Learning and Teaching ; 12
• Physical Description: 1 online resource (328 p.)
• Other title: Frontmatter --; Contents --; Tables and Figures --; External Reviewers --; Abbreviations --; Contributors --; Acknowledgments --; 1 Introduction --; 2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland --; 3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education --; 4 CLIL as a Vehicle for a Positive English Selfconcept: An Analysis of One Former Student’s Life Course --; 5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example --; 6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape --; 7 Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers’ Practices in CLIL and EFL --; 8 ‘So, after a Week, I Became a Teacher of English’: Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education --; 9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria --; 10 ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service --; 11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers --; 12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales --; 13 Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content --; 14 A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL --; 15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina --; 16 Conclusion: Challenges, Opportunities, Implications and Future Directions --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788924306; 9783110743357; 9783110754001; 9783110753776; 9783110754117; 9783110753882; 9783110743333; 9783110746006
• DOI: 10.21832/9781788924306
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Kyle Read Talbot, Marie-Theres Gruber, Rieko Nishida.

This book explores the psychology of teaching and learning a subject through a second or other language. It highlights the challenges and benefits of teaching and learning in integrated content and language settings and covers themes such as identity, self-concept, cognition, beliefs, well-being, interventions and professional development.