| Nome |
# |
|
The role of ELF in EMI spoken interaction, file e40f7b87-33cb-afca-e053-6605fe0aeaf2
|
2.762
|
|
Defamiliarisation in teachers’ input. The cognitive added value of CLIL, file e40f7b87-2f6e-afca-e053-6605fe0aeaf2
|
469
|
|
ICLHE (Integrating Content and Language in Higher Education) in Italia: stato dell’arte, file e40f7b87-8193-afca-e053-6605fe0aeaf2
|
359
|
|
Learners' and teachers' language alternation (Italian-English) in foreign language pre-primary
school lessons, file e40f7b88-013f-afca-e053-6605fe0aeaf2
|
347
|
|
EMI (English-Medium Instruction) Teacher-Training Courses in Europe, file e40f7b87-7f47-afca-e053-6605fe0aeaf2
|
328
|
|
In a society struggling to move beyond English-medium instruction teacher-training courses in Europe, file e40f7b87-2d47-afca-e053-6605fe0aeaf2
|
248
|
|
'Vorrei capire come differenziarlo meglio rispetto ad un corso in italiano’: EMI lecturers’ perceived needs, before and after training. A case study at an Italian university, file e40f7b88-413f-afca-e053-6605fe0aeaf2
|
162
|
|
Supporting the Switch to Teaching International Classes in Tertiary Education, file e40f7b87-95a2-afca-e053-6605fe0aeaf2
|
31
|
|
Perceived Needs of English-medium Instruction Lecturers in an Italian University: Before and After Training, file e8ba1e60-efb1-48e2-a159-8bb43c5d512d
|
5
|
|
A. Doiz - D. Lasagabaster - J.M. Sierra ed, English-medium Instruction at Universities, Multilingual Matters, Bristol, 2012, 213 pp., file e40f7b87-2f6b-afca-e053-6605fe0aeaf2
|
4
|
|
Defamiliarising. Input Presentation Strategies in CLIL. What do Students Think?, file e40f7b87-87eb-afca-e053-6605fe0aeaf2
|
4
|
|
Differences In Content Presentation and Learning Outcomes In English Medium Instruction (Emi) Vs Italian-Medium Instruction (Imi) Contexts, file e40f7b87-32b8-afca-e053-6605fe0aeaf2
|
3
|
|
Critical Issues in English Medium Instruction at University, file e40f7b87-9caa-afca-e053-6605fe0aeaf2
|
3
|
|
Language and Internationalization of the Higher Education Curriculum, file e40f7b87-d1b6-afca-e053-6605fe0aeaf2
|
3
|
|
Are Science Textbooks Free of Cultural Biases?, file e40f7b87-e270-afca-e053-6605fe0aeaf2
|
3
|
|
Enjoy Teaching English. Insegnare inglese nella scuola primaria, file e40f7b88-bb6c-afca-e053-6605fe0aeaf2
|
3
|
|
Analisi di testi CLIL di scienze in inglese, file e40f7b87-31d1-afca-e053-6605fe0aeaf2
|
2
|
|
I sottotitoli per sordi come sussidio didattico per EST, file e40f7b87-32fa-afca-e053-6605fe0aeaf2
|
2
|
|
Code-switching in CLIL Contexts, file e40f7b87-37e2-afca-e053-6605fe0aeaf2
|
2
|
|
CLIL (Content and Language Integrated Learning) through English in Italian Higher Education, file e40f7b87-381b-afca-e053-6605fe0aeaf2
|
2
|
|
A Survey of English-Medium Instruction in Italian Higher Education, file e40f7b87-381f-afca-e053-6605fe0aeaf2
|
2
|
|
The use of powerpoint presentations in academic English in the soft sciences, file e40f7b87-4998-afca-e053-6605fe0aeaf2
|
2
|
|
EMI – A Tool for the Internationalisation of Higher Education, file e40f7b87-9d12-afca-e053-6605fe0aeaf2
|
2
|
|
Linguistic Diversity of National and International Students Attending EMI Courses, file e40f7b87-b8d2-afca-e053-6605fe0aeaf2
|
2
|
|
Language Teachers’ Perspectivee on the CLIL Experience in Catalan and Lombard Secondary Schools, file e40f7b88-b0b3-afca-e053-6605fe0aeaf2
|
2
|
|
Coreen Sears, Second language Students in Mainstream Classrooms: a Handbook for Teachers in International, file e40f7b87-2cea-afca-e053-6605fe0aeaf2
|
1
|
|
U. Smit - E. Dafouz ed, Integrating Content and Language in Higher Education. AILAReview, 25, 2012, 112 pp., file e40f7b87-2d42-afca-e053-6605fe0aeaf2
|
1
|
|
CLIL: a Suit for all Seasons, file e40f7b87-2ec1-afca-e053-6605fe0aeaf2
|
1
|
|
Examining Input Presentation Strategies, file e40f7b87-2eca-afca-e053-6605fe0aeaf2
|
1
|
|
Focus on Form in ICLHE Lectures in Italy. Evidence from English-Medium Science Lectures by Native Speakers of Italian, file e40f7b87-2f2b-afca-e053-6605fe0aeaf2
|
1
|
|
Il CLIL (Content and Language Integrated Learning), file e40f7b87-30b6-afca-e053-6605fe0aeaf2
|
1
|
|
Lexis Presentation Strategies. Examples Using Nutrition Lexis in English at Primary, Secondary and Tertiary Education Levels, file e40f7b87-3192-afca-e053-6605fe0aeaf2
|
1
|
|
ICLHE/CLIL at the Tertiary Level of Education. State-of-the-Art, file e40f7b87-32f3-afca-e053-6605fe0aeaf2
|
1
|
|
Content with the Content?, file e40f7b87-32f8-afca-e053-6605fe0aeaf2
|
1
|
|
CLIL - Esempi di monitoraggio e valutazione, file e40f7b87-3320-afca-e053-6605fe0aeaf2
|
1
|
|
CLIL Scienze. Science and Environmental Studies for Lower Secondary School, file e40f7b87-34ce-afca-e053-6605fe0aeaf2
|
1
|
|
A Survey of English-medium instruction in Italian Higher Education. An updated perspective from 2012 to 2015, file e40f7b87-3633-afca-e053-6605fe0aeaf2
|
1
|
|
Il CLIL (Content and Language Integrated Learning) nei primi anni di scuola. Esperienze di scienze in inglese, file e40f7b87-3733-afca-e053-6605fe0aeaf2
|
1
|
|
Drama and CLIL, file e40f7b87-37ec-afca-e053-6605fe0aeaf2
|
1
|
|
P.M. Lightbown, Focus on Content-based Language Teaching, Oxford University Press, Oxford, 2014, 174 pp, file e40f7b87-37ee-afca-e053-6605fe0aeaf2
|
1
|
|
L’inglese come lingua veicolare in università. L’input linguistico dei docenti, file e40f7b87-39d5-afca-e053-6605fe0aeaf2
|
1
|
|
Alcune osservazioni sull’acquisizione del lessico in tre tipologie di output scritto in una classe CLIL, file e40f7b87-39dc-afca-e053-6605fe0aeaf2
|
1
|
|
English-medium Instruction at Universities, Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra (eds)., file e40f7b87-39df-afca-e053-6605fe0aeaf2
|
1
|
|
Focus on Content-based Language Teaching, Patsy M. Lightbown. Oxford University Press, Oxford, UK (2014), file e40f7b87-39e1-afca-e053-6605fe0aeaf2
|
1
|
|
Content Teachers’ Written Comments on Their Life-long English Language Profiles, file e40f7b87-64fb-afca-e053-6605fe0aeaf2
|
1
|
|
Defamiliarisation vs Automatism: the Cognitive Added Value of CL(English)IL – Humour and Other Strategies, file e40f7b87-67e5-afca-e053-6605fe0aeaf2
|
1
|
|
Evaluation in a CLIL Experimental Programme. Language Assessment and Analysis of Teachers’ Code-Switching at Primary School Level, file e40f7b87-6b1a-afca-e053-6605fe0aeaf2
|
1
|
|
"Non sarò mai più il docente di prima". L'identità dei docenti di discipline non linguistiche come apprendenti di lingua inglese, file e40f7b87-6b1e-afca-e053-6605fe0aeaf2
|
1
|
|
English-medium Instruction in Italian Universities: "If we’re Gonna Do it Do it Right, Right?", file e40f7b87-7fa6-afca-e053-6605fe0aeaf2
|
1
|
|
"Dealing with the Language Aspect? Personally, no". Content Lecturers’ Views of Teaching Through English in a ICLHE Context, file e40f7b87-871d-afca-e053-6605fe0aeaf2
|
1
|
|
Students’ Outcomes in English-Medium Instruction: Is there any Difference Related to Discipline?, file e40f7b87-b9a1-afca-e053-6605fe0aeaf2
|
1
|
|
The Introduction of English as an Academic Language in a Faculty of Physics and Mathematics in Italy, file e40f7b87-d0da-afca-e053-6605fe0aeaf2
|
1
|
|
Introduction [a English for Young Learners from Pre-school to Lower Secondary: a CLIL Teacher Training Project in Italian Schools], file e40f7b87-d88f-afca-e053-6605fe0aeaf2
|
1
|
|
English for Young Learners from Pre-school to Lower Secondary: a CLIL Teacher Training Project in Italian Schools, file e40f7b87-d891-afca-e053-6605fe0aeaf2
|
1
|
|
The Role of the Native Language Assistant, file e40f7b87-d893-afca-e053-6605fe0aeaf2
|
1
|
|
Students' Profiles and their Reception of English-Medium Instruction in Italian Universities, file e40f7b87-dc4a-afca-e053-6605fe0aeaf2
|
1
|
|
Students’ Written and Spoken Technical Lexis in a Scientific English Course, file e40f7b88-223e-afca-e053-6605fe0aeaf2
|
1
|
| Totale |
4.784 |