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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.
A propos de l'auteur
Kyle Read Talbot is a language teacher and researcher in Applied Linguistics. His current research and thinking interests include the psychology of language learning and teaching, bilingual and multilingual education, and applied complexity science.
Marie-Theres Gruber is Professor at the KPH Graz, Austria. Her research interests are early foreign language learning, lesson planning and CLIL as well as progressive pedagogies (Jenaplan) and diversity management. She has been involved in different CLIL projects and CLIL in German material development for the Austrian language competence centre (ÖSZ).
Rieko Nishida is Associate Professor at Osaka University, Japan. Her research interests include educational psychology of second language learning in the Japanese context. She is especially interested in the influence of motivation and other psychological factors in language learning and also the effects of CLIL among university English learners in Japan.
Résumé
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.
