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For example: History teachers in CLIL programmes therefore have to know the academic language that learners need in order to communicate their knowledge of historical events, their ideas about chronology, and their descriptions of the features of a particular period of time.
1 Απρ 2020 · “This handbook’s comparative approach to examining history education and its excellent theoretical underpinning in terms of education theory, historiography, and the pedagogy of history ...
This volume assists college and university instructors with perspectives on teaching the history of the English language, primarily in North American contexts (though much in this collection may also have relevance to HEL classrooms around the globe).
The paper concludes by supporting the teaching at school of contemporary history, covering sectors like everyday life and culture, periods and themes that students may relate to (Barton, 2009 and Von Borries, 2009). Historical concepts and especially historical significance are also a means to facilitate
learn about how to teach history in different contexts. It follows instructors and prospective teachers in three courses offered in one semester at Indiana University: an American history survey, a social studies methods course, and a writing-intensive history seminar.
17 Ιαν 2021 · In this article the researchers analyze university students and teachers working in English‐medium instruction (EMI) settings in terms of the second language (L2) motivational self system...
This article is an empirical analysis of history teaching as a communicative process. Dialogic history teaching develops as a designed meaning-making process that depends on thorough pedagogical strategies and decisions, and requires cohesion in teacher expectations, introductions and interventions.
