Obra que proporciona pautas comunes para unificar objetivos, contenidos y criterios de evaluación en los centros participantes.

Obra que proporciona pautas comunes para unificar objetivos, contenidos y criterios de evaluación en los centros participantes.

Desde 1996, los programas de enseñanza bilingüe con lenguas extranjeras están presentes en el panorama educativo español. En los últimos cinco años se ha producido una notable expansión de estos proyectos. Como toda novedad, esta situación platea nuevos retos al profesorado y los centros: ¿Cómo plantear la transmisión de conocimientos en otras lenguas? ¿Cómo conseguir mantener los niveles de rendimiento con el aumento del esfuerzo requerido por parte del alumnado y profesorado? ¿Cómo encontrar materiales didácticos apropiados? ¿Cómo hacer frente a las necesidades lingüísticas y de contenido en cada área? ¿Cómo evaluar los contenidos a través de una segunda lengua? Esta publicación surge con la intención de ofrecer respuestas prácticas a estos cuestionamientos del profesorado. Se presentan propuestas generales de trabajo en el aula, propuestas más específicas de trabajo en distintas áreas curriculares, propuestas de evaluación y vías de trabajo para alumnado con dificultades de aprendizaje de naturaleza lingüística.

Bilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual initiatives. The central themes of this volume, which draws on past experiences of bilingual education, include issues in language use in classrooms at elementary, secondary and tertiary levels; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools. This collection will be of interest to teachers and administrators in bi- and multilingual education programs, as well as scholars working in the field of language education.

In Didactic Approaches for Teachers of English in an Internacional Context, the editors have selected articles that provide an overview of the current methodology of integrated language and culture instruction, with the understanding that the English language is completely embedded within a broader cultural framework. The papers further define this topic into creative inter-cultural approaches to teaching, including: content-based instruction in English through CLIL, holistic language-learning for children, the parallel development of linguistic and cultural competence, and a study of language structures and discourse.

This book is the result of understanding literature as a central part of children’s education. Fiction and nonfiction literary works constitute a source to open young minds and to help them understand how and why people – themselves included – live as they do, or to question through critical lenses whether they could live otherwise. By integrating philological, cultural, and pedagogical inquiries, Thinking through Children's Literature in the Classroom approaches the use of literature as a crucial factor to motivate students not only to improve their literacy skills, but also to develop their literary competence, one that prepares them to produce independent and sensible interpretations of the world. Of course, the endeavor of forming young readers and fostering their ability to think begins primarily by having well-read teachers who are enthusiastic about teaching and, secondly, by having students who are willing to learn. To encourage and sustain them through the critical turns of their own thinking processes, educators must surely display a sound pedagogic knowledge apart from deep literary expertise.