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Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts

Theory and Practice

This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL are often situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.

It is a practice commonly found in the classrooms of many different subject areas.
... a corpus of certified true answers ('model answers') (Heap 1985) to a list of
questions on a worksheet and the students are expected to be ... Freebody
makes a similar analysis of the excerpt in this science class as he observes, 'The
knowing here is coproduced in and by ... or assessment goes beyond asking for
just bits and pieces of (oral) information but rather asks for a written paragraph or
essay.

Proceedings of the International Congress of Mathematicians, August 21-29, 1990, Kyoto, Japan

Anthocyanins and Human Health: Biomolecular and therapeutic aspects

This Brief presents comprehensive coverage of anthocyanins. The text covers the scientific literature and clinical significance of this Flavonoid sub-group, with a special focus on their therapeutic aspects. In focusing on secondary metabolites in plants, this work aims to cover the resulting therapeutic potential for humans by referencing the numerous herbal-derived substances which have been evaluated and the rapidly growing data on the interactions of anthocyanins with the microbiome. Anthocyanins and Human Health: Biomolecular and therapeutic aspects covers all angles of biomolecular, in vitro and in vivo anthocyanins from their general chemical structure to their use as a coloring agent. The intake, metabolism and secretion of anthocyanins in the human body are covered in-depth, as are the biosynthetic pathways through which these compounds are synthesized in the natural system. Factors affecting stability and extraction are listed, and health related uses and biological activities are covered in great detail. Present and future trends in anthocyanins research are also presented.

Journal of Agricultural and Food Chemistry, 51(25), 7280–7286. Stoner, G. D., Li-
Shu, W., Zikri, N., Chen, T., Stephen, S. H., Chuanshu, H., et al. (2007). Cancer
prevention with freeze-dried berries and berry components. Seminars in Cancer
 ...

Case-Based Reasoning Research and Development

Third International Conference on Case-Based Reasoning, ICCBR-99, Seeon Monastery, Germany, July 27-30, 1999, Proceedings

The biennial International Conference on Case-Based Reasoning (ICCBR) - ries, which began in Sesimbra, Portugal, in 1995, was intended to provide an international forum for the best fundamental and applied research in case-based reasoning (CBR). It was hoped that such a forum would encourage the g- wth and rigor of the eld and overcome the previous tendency toward isolated national CBR communities. The foresight of the original ICCBR organizers has been rewarded by the growth of a vigorous and cosmopolitan CBR community. CBR is now widely recognized as a powerful and important computational technique for a wide range of practical applications. By promoting an exchange of ideas among CBR researchers from across the globe, the ICCBR series has facilitated the broader acceptance and use of CBR. ICCBR-99 has continued this tradition by attracting high-quality research and applications papers from around the world. Researchers from 21 countries submitted 80 papers to ICCBR-99. From these submissions, 17 papers were selected for long oral presentation, 7 were accepted for short oral presentation, and 19 papers were accepted as posters. This volume sets forth these 43 papers, which contain both mature work and innovative new ideas.

Third International Conference on Case-Based Reasoning, ICCBR-99, Seeon
Monastery, Germany, July 27-30, 1999, Proceedings Klaus-Dieter Althoff, Ralph
Bergmann, Luther Branting ...

Case-Based Reasoning Research and Development

4th International Conference on Case-Based Reasoning, ICCBR 2001 Vancouver, BC, Canada, July 30 - August 2, 2001 Proceedings

This book constitutes the refereed proceedings of the 4th International Conference on Case-Based Reasoning, ICCBR 2001, held in Vancouver, BC, Canada, in July/August 2001. The 36 revised full research papers and 14 revised full application papers presented together with 3 invited papers were carefully reviewed and selected from 81 submissions. The papers address all current foundational and theoretical aspects of case-based reasoning as well as advanced applications in a variety of fields.

4th International Conference on Case-Based Reasoning, ICCBR 2001
Vancouver, BC, Canada, July 30 - August 2, 2001 ... Learning and Applying Case
-Based Adaptation Knowledge⋆ Susan Craw1, Jacek Jarmulak1, and Ray
Rowe2 1 ...

Empirical Research within Resource-Based Theory

A Meta-Analysis of the Central Propositions

Katja Nothnagel evaluates the growing body of empirical research in resource-based theory. She starts out by deriving six central propositions and then examines how these propositions have been tested empirically. The results suggest that substantial progress has been made within the empirical part of RBT

In the last ten years, the Resource-Based View (RBV) has become an important
theoretical approach in strategic management. Concurrently, or at least since the
contribution of Priem/Butler, there has been an increase in criticism of the ...

Research-Based Learning: Case Studies from Maastricht University

This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University’s faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.

This book describes lessons learned from the implementation of research based learning at Maastricht University.

Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar

This edited book focuses on the role of different types of pedagogical solutions in the acquisition of the Japanese grammatical system by reviewing, assessing and measuring current theory and research. Findings from this research have implications for the way Japanese grammar is learned and taught in a classroom context. The editors and contributors address a number of questions around the role of Japanese grammar learning and teaching such as: what is the role of instruction in Japanese second language acquisition? What are the main findings of empirical research into the acquisition of Japanese grammar? Is any one particular pedagogical intervention or solution to the teaching of Japanese grammar more effective than another? What pedagogical options do we have for the teaching of Japanese grammar? This book offers a unique insight into its practical implications for Japanese language learning and teaching for applied linguists, researchers, language teaching professionals and curriculum developers alike.

This edited book focuses on the role of different types of pedagogical solutions in the acquisition of the Japanese grammatical system by reviewing, assessing and measuring current theory and research.

Research Methods for Language Teaching

Inquiry, Process, and Synthesis

This book provides readers with a range of approaches and tools for thinking deeply about conducting research in their own language classrooms. The book's accessible style and content encourage language teachers to become part of a community focused on inquiry, equipping them with relevant terminology and concepts for their own teaching and research (inquiry, data collection, data analysis, bringing it all together). The reader is exposed to various research methods and examples, accompanied by pros and cons and rationales for each. This enables them to select which research approaches resonate most and are relevant to their own teaching. The book is designed to empower language teachers to engage in ongoing research, thus democratizing who might be considered a researcher. It includes a range of activities and reflections that can be adapted for both pre- and in-service language teachers in diverse language classrooms.

3. Do synchronous online lessons affect students' acquisition of question
formation in English? 4. What is the relationship between task-based language
teaching and grammatical accuracy? (This one is somewhat more openended
than the ...

Text-Based Research and Teaching

A Social Semiotic Perspective on Language in Use

Contributions in this book illustrate the many methods available for researching language in context and for the analysis of everyday text types. Each chapter highlights language as a resource for the expression of meanings—a social semiotic resource. Text analysis is used to reveal our capacity to formulate multiple meanings for participation in different social practices—in relationships, in work, in education and in leisure. The approach is applied in text-based teaching and in the critical analysis of public discourses. The texts come from different social spheres including banking, language classes, senate hearings, national tests and textbooks, and interior architecture. Text-based research makes a major contribution to Critical Discourse Analysis. The editors and authors of this book demonstrate the value of text analysis for awareness of the role of language for accountable citizenship and for teaching and learning. This book will be of interest to anyone researching in the fields of language learning and teaching, functional linguistics, multimodality, social semiotics, systemic functional linguistics, text-based teaching, and genre analysis, as well as literacy teachers and undergraduate and postgraduate students of linguistics, media and education.

which carry the defining features of the social practices unique to a community.
Language learning involves learners' keen observation of the language practices
, discourse, and lexico-grammatical features of the target language in processes
 ...