This study focuses on the dissemination of knowledge through processes of popularization in Content and Language Integrated Learning (henceforth CLIL) where English is the sub-ject language. The article argues that non-language subject knowledge can be accommodated and re-contextualized in order to foster learning through the mediating act of popularization, which involves the presentation of areas of knowledge that are unknown to non-experts so as to ensure accessibility and usability. The author aims to establish a parallel between CLIL methodology and popularization processes, which must be brought to the surface and employed in providing more effective ways of integrating language and content without impoverishing the subject matter with oversimplification techniques.
Popularising the CLIL Classroom
RASULO, M.
2014
Abstract
This study focuses on the dissemination of knowledge through processes of popularization in Content and Language Integrated Learning (henceforth CLIL) where English is the sub-ject language. The article argues that non-language subject knowledge can be accommodated and re-contextualized in order to foster learning through the mediating act of popularization, which involves the presentation of areas of knowledge that are unknown to non-experts so as to ensure accessibility and usability. The author aims to establish a parallel between CLIL methodology and popularization processes, which must be brought to the surface and employed in providing more effective ways of integrating language and content without impoverishing the subject matter with oversimplification techniques.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
