Content-Based Instruction, CLIL, and Immersion in Teaching ESP at Tertiary Schools in Non-English-Speaking Countries

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dc.contributor.authorТарнопольський, Олег Борисович
dc.date.accessioned2018-02-08T18:28:24Z
dc.date.available2018-02-08T18:28:24Z
dc.date.issued2013
dc.description.abstractThe common features and differences of three kindred methods of teaching English for professional communication at tertiary schools in non-English-speaking countries are discussed. The methods analyzed are content-based instruction, content and language integrated learning (CLIL), and immersion. The most important common feature of all three is thought to be integrated language learning where the focus of instruction is shifted from language to its integration with the content matter of non-linguistic disciplines. The principal difference between content-based instruction and immersion is seen in the fact that the former refers to language courses and the latter to courses of non-linguistic disciplines taught in the target language. Content-based instruction and CLIL are considered as practically identical methods, with CLIL being broader in scope. Immersion is stated to be the highest form of integrated language learning, and a stage-by-stage procedure of introducing immersion into teaching English for professional communication at tertiary schools is suggested.uk_UA
dc.identifier.issn2347-6575
dc.identifier.urihttp://ir.duan.edu.ua/handle/123456789/1175
dc.publisherJournal of ELT and Applied Linguistics (JELTAL)uk_UA
dc.subjectcontent-based instruction, CLIL, immersion, integration of language and the content matter of non-linguistic disciplines, tertiary schools, non-English-speaking countriesuk_UA
dc.titleContent-Based Instruction, CLIL, and Immersion in Teaching ESP at Tertiary Schools in Non-English-Speaking Countriesuk_UA

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Кафедра прикладної лінгвістики та методики навчання іноземних мов