Mary Chopey-Paquet | Université de Namur (University of Namur) (original) (raw)
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Many CLIL settings organise parallel teaching through the target language (subject-content course... more Many CLIL settings organise parallel teaching through the target language (subject-content courses) and formal teaching of that language (language courses) with separate teachers in the CLIL learners' timetable. Yet so far, CLIL literature has tended to maintain a 'teachers-are-expected-to-work-together' assumption without delving into the complexity as to how. This study has aimed to theorise and problematize the nature and processes of pedagogic collaboration between subject and language teachers for the integration of content and language. A theoretical investigation critically draws upon existing literature (from: CLIL; generic teacher collaboration and professional development; ESL/EAL; Academic Literacies; pluriliteracies development…). It constructs a conceptual framework as a working model from a sociocultural perspective. Qualitative (social) constructivist inquiry (case study approach in French-speaking Belgian secondary CLIL) provides the model testing and fee...
Coonan, C.M. (ed.) (2008), CLIL e l'apprendimento delle lingue. Le sfide del nuovo ambiente di apprendimento, Venezia, settembre 2008, Venise: Libreria Editrice Cafoscarina, pp. 239-247., Sep 1, 2008
Maljers, A., Marsh, D. & Wolff, D. (eds.) (2007): Windows on CLIL: Content and Language Integrated Learning in the European Spotlight, the Hague/Graz, Europees Plaform/ECML, pp. 25-32.
Marsh, D. et Wolff, D. (eds), (2006): Diverse Contexts – Converging Goals: CLIL in Europe, Frankfurt, Peter Lang, pp. 70-90.
The option to adopt a CLIL type approach in mainstream public education in francophone Belgium le... more The option to adopt a CLIL type approach in mainstream public education in francophone Belgium legally began following a law passed in 1998. However, beyond simply allowing it, the context specific challenge has especially been for the system to actively support the development of effective practice. The majority of the schools offering CLIL provision at secondary level are state subsidised comprehensive catholic schools. This article will concentrate on the recent piloting strategies and efforts put in motion institutionally by the FESeC (Fédération de l'Enseignement Secondaire Catholique) with the aim to help make CLIL 'work' -as an effective approach to learning both content and language.
Many CLIL settings organise parallel teaching through the target language (subject-content course... more Many CLIL settings organise parallel teaching through the target language (subject-content courses) and formal teaching of that language (language courses) with separate teachers in the CLIL learners' timetable. Yet so far, CLIL literature has tended to maintain a 'teachers-are-expected-to-work-together' assumption without delving into the complexity as to how. This study has aimed to theorise and problematize the nature and processes of pedagogic collaboration between subject and language teachers for the integration of content and language. A theoretical investigation critically draws upon existing literature (from: CLIL; generic teacher collaboration and professional development; ESL/EAL; Academic Literacies; pluriliteracies development…). It constructs a conceptual framework as a working model from a sociocultural perspective. Qualitative (social) constructivist inquiry (case study approach in French-speaking Belgian secondary CLIL) provides the model testing and fee...
Coonan, C.M. (ed.) (2008), CLIL e l'apprendimento delle lingue. Le sfide del nuovo ambiente di apprendimento, Venezia, settembre 2008, Venise: Libreria Editrice Cafoscarina, pp. 239-247., Sep 1, 2008
Maljers, A., Marsh, D. & Wolff, D. (eds.) (2007): Windows on CLIL: Content and Language Integrated Learning in the European Spotlight, the Hague/Graz, Europees Plaform/ECML, pp. 25-32.
Marsh, D. et Wolff, D. (eds), (2006): Diverse Contexts – Converging Goals: CLIL in Europe, Frankfurt, Peter Lang, pp. 70-90.
The option to adopt a CLIL type approach in mainstream public education in francophone Belgium le... more The option to adopt a CLIL type approach in mainstream public education in francophone Belgium legally began following a law passed in 1998. However, beyond simply allowing it, the context specific challenge has especially been for the system to actively support the development of effective practice. The majority of the schools offering CLIL provision at secondary level are state subsidised comprehensive catholic schools. This article will concentrate on the recent piloting strategies and efforts put in motion institutionally by the FESeC (Fédération de l'Enseignement Secondaire Catholique) with the aim to help make CLIL 'work' -as an effective approach to learning both content and language.