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020 _a9783031751608
_9978-3-031-75160-8
024 7 _a10.1007/978-3-031-75160-8
_2doi
050 4 _aP326-326.5
072 7 _aCFM
_2bicssc
072 7 _aLAN029000
_2bisacsh
072 7 _aCFM
_2thema
100 1 _aCastellano-Risco, Irene.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_988678
245 1 0 _aLexical Demands in CLIL Primary-School Textbooks
_h[electronic resource] :
_bA Corpus Linguistic Perspective /
_cby Irene Castellano-Risco.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXIV, 138 p. 4 illus., 3 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction -- Chapter 2. An introduction to vocabulary studies: knowledge and frequency -- Chapter 3. Academic language in CLIL settings -- Chapter 4. The corpus -- Chapter 5. Profiling the lexical demands of CLIL academic subject areas -- Chapter 6. Lexical demands variations across subject areas and academic levels -- Chapter 7. Conclusion.
520 _aThis book provides an examination of the academic language found in Content and Language Integrated Learning (CLIL) primary-school written input, with a focus on the lexical demands of CLIL textbooks. CLIL is understood as the teaching of content subjects through an additional or foreign language. Under the CLIL approach, learners are asked to understand new concepts and ideas, while processing input that is unlikely to be comprehended without a broad L2 vocabulary knowledge. Within the total amount of L2 input they may receive, textbooks play a central role, as they are usually employed as guide for teachers and learners alike to vertebrate the curriculum. In this book the author focuses on the nature of the English textbooks to which CLIL learners are exposed and identifies the main lexical demands found in these texts. Following a corpus-based methodology, it analyses a corpus of 1.5 million words comprising CLIL primary-school textbooks from four disciplines: Arts & Crafts, Music, Natural Science and Social Science (Geography and History). This data-driven analysis explores the lexical demands posed by CLIL textbooks in each of these disciplines and offers a comparative exploration of these demands across subject areas and academic years. The volume will be of interest to researchers and practitioners interested in the linguistic implications of the application of a CLIL approach, including those with backgrounds in TESOL, Applied Linguistics, Curriculum and Materials Development, Second Language Acquisition and Language Education. Irene Castellano-Risco is a lecturer at the University of Extremadura, Spain. Her research focuses on exploring lexical and metaphorical competence development, and the impact of content-based instruction on language learning. She is a member of the UEx research team English Language and Applied Linguistics and has participated in several research projects financed by the Spanish Ministry of Education and the regional authorities in Extremadura as well as Erasmus+ KA2 projects. .
650 0 _aLexicology.
_970429
650 0 _aLanguage and languages
_xStudy and teaching.
_959962
650 0 _aTeaching.
_959247
650 0 _aLanguage acquisition.
_974408
650 1 4 _aLexicolopgy / Vocabulary.
_970431
650 2 4 _aLanguage Teaching and Learning.
_971501
650 2 4 _aLanguage Education.
_970729
650 2 4 _aPedagogy.
_968979
650 2 4 _aLanguage Acquisition and Development.
_974409
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031751592
776 0 8 _iPrinted edition:
_z9783031751615
776 0 8 _iPrinted edition:
_z9783031751622
856 4 0 _uhttps://doi.org/10.1007/978-3-031-75160-8
912 _aZDB-2-SLS
912 _aZDB-2-SXS
999 _c65569
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