CLIL at the University Level: Relating Language Teaching With and Through Content Teaching
AbstractThis study explores how the relationship between content and foreign language learning/teaching has evolved over the last few decades, particularly examining how the key concepts of content, language and language learning merge into CLIL. It then presents an analysis of a pedagogical experience: the case of Business English at the School of Economics, Universidad Nacional del Litora, Argentina, and offers some provisional conclusions which can be de-contextualised, generalised and re-contextualised.
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