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The paper explores the concept of Content and Language Integrated Learning (CLIL), highlighting its definition and distinguishing it from immersion. It examines various interpretations of CLIL across Europe, comparing educational systems. Practical implementation is illustrated through an example of textual work in the classroom. Additionally, the study emphasizes scaffolding techniques, detailing both verbal and content-related strategies that can support learners engaged in CLIL. This comprehensive analysis provides valuable insights into the pedagogical approaches within this educational framework.
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The Concept of Content and Language Integrated Learning (CLIL), anonym
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- Année de publication
- 2020
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