Beyond CLIL: Fostering student and teacher engagement for personal growth and deeper learning

Oliver Meyer*, Do Coyle, Margarete Imhof, Theresa Connolly

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapter

    5 Citations (Scopus)

    Abstract

    In its first iteration, Pluriliteracies Teaching for Learning’s primary focus rests on the relationship between the cognitive and the linguistic dimension of learning. The model emphasizes the need for learners to actively make connections between those two dimensions and identifies the processes of knowledge construction and knowledge sharing as the main drivers of deeper learning. It demonstrates how progression for deeper learning can be conceptualized to promote the development of subject specific literacies. Following recent research which clearly indicates that deeper learning processes depend on and are affected by learner variables such as well-being, self-efficacy, engagement, mastery and reflection, we will now introduce a revised model of Pluriliteracies Teaching for Learning that addresses the holistic and integrated nature of learning ecologies and captures the dynamic interactions between learners and mentors.

    Original languageEnglish
    Title of host publicationEmotions in Second Language Teaching
    Subtitle of host publicationTheory, Research and Teacher Education
    PublisherSpringer International Publishing
    Pages277-297
    Number of pages21
    ISBN (Electronic)9783319754383
    ISBN (Print)9783319754376
    DOIs
    Publication statusPublished - 13 Mar 2018

    Keywords

    • CLIL
    • Deeper learning Constructive competence development
    • Learner engagement
    • Mentoring for learning
    • Pluriliteracies
    • Teaching and learning ecologies Instructional science

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