Search
Now showing items 1-7 of 7
Editorial CJ 3(1)
(Universitat Autònoma de Barcelona, 2020)
Profesionales del futuro: la formación por competencias a través de la co-presentación
(Universitat Autònoma de Barcelona, 2020)
This article presents a practical experience that allows to develop different competences of the language learning and literacy III subject in a single activity. At the Universitat International de ...
Cognitive discourse functions: a bridge between content, literacy and language for teaching and assessment in CLIL
(Universitat Autònoma de Barcelona, 2020)
As Bilingual Education programmes which adopt a CLIL approach grow, there is an ever-increasing need for conceptual and practical frameworks to help teachers integrate content, literacy and language in ...
Open letter to Mª José Lobo on the occasion of her retirement
(Universitat Autònoma de Barcelona, 2020)
Reescritura en pareja: una tarea de aprendizaje inicial de lo escrito
(Universitat Autònoma de Barcelona, 2020)
This paper presents a re-writing task to be carried out in pairs by 5 to 7-year old early readers and writers. The paper aims to (i) show the importance of the pedagogical decisions undertaken by a ...
Flourishing or floundering? Factors contributing to CLIL primary teachers’ wellbeing in Austria
(Universitat Autònoma de Barcelona, 2020)
CLIL approaches to teaching are part of the general increase in plurilingual approaches to education. Recent work on CLIL in primary education has shown how demanding this can be for teachers. To better ...
Co-teaching to foster Classroom Interactional Competence (CIC): how can co-teaching benefit classroom interactional competence?
(Universitat Autònoma de Barcelona, 2020)
“Having two teachers leading a classroom opens up many opportunities for students as well as for teachers” (Trites, 2017). At the same time, the class becomes a safe, inclusive and equitable learning ...