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CLIL universitario: una risposta europea per l‘inclusione della diversità linguistica Integrated Learning, University of Jyväskylä, Continuing Education Centre, Jyväskylä – European Platform for Dutch Education, The Hague. Coonan, C.M. (2005), La lingua straniera veicolare, Torino, UTET. Coonan, C.M. (2006a), “La metodologia task-based e CLIL”, in: Ricci Garotti, F. (a cura di)(2006), Il futuro si chiama CLIL, IPRASE-Trentino, Trento: integrazione: p. iii–xii. Coonan, C.M. (a cura di) (2006b): CLIL: un nuovo ambiente di apprendimento. Sviluppi e riflessioni sull’uso veicolare di una lingua seconda/straniera, Venezia, Cafoscarina, Venezia. Costa, F./Coleman, J.A. (2010), “Integrating Content and Language Higher Education in Italy: Ongoing Research”, in: International CLIL Research Journal, 1/3: http://www.icrj.eu/13-741 (6.7.2011). Cucciarelli, L. (a cura di) (2003), Esperienze CLIL in Emilia-Romagna, Quaderni IRRE-ER, IRRE Emilia Romagna, Bologna. Franceschini, R. (2003), „Unfocussed Language Acquisition? The Presentation of Linguistic Situations in Biographical Narration [62 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 4(3) September. http://www.qualitative-research.net/fqs-texte/3- 03/3-03franceschini-e.htm [ISSN 1438-5627] Franceschini, R. (2011), „Multilingualism and multi-competence: A Conceptual View”, in: The Modern Language Journal 95/3: 344-355. Franceschini, R. & Veronesi, D. (in press) Multilingual universities: policies and practices. In Baroncelli, S., Horga, I., Vanhoonacker, S. & Farneti, R. (eds.) Teaching European Union Studies - Patterns in Traditional and Innovative Teaching Methods and Curricula. New York: Springer. Infante, D./Benvenuto, G./Lastrucci, W. (2008), “Integration Content and Language at Primary School in Italy: Ongoing Experimental Research”, in: International CLIL Research Journal, 1/1: http://www.icrj.eu/11-745 (6.7.2011). Kramsch, C. (1993), Content and Culture in Language Teaching, Oxford University Press, Oxford. Langé G. (2007), “Italy”, in: Maljers, A./Marsh D./Wolff, D. (ed.) (2007), Windows on CLIL: Content and Language Intergrated Learning in the European Spotlight, The Hague: European Platform for Dutch Education, Alkmaar. 37
Rita Franceschini Langé G. (ed.) (2002): TIECLIL Professional Development Course. CD-Rom in 5 Languages, M.I.U.R., Direzione generale Lombardia, Milano. Lorenzo, F.S./Casal, S./Moore, P. (2009), “The Effects of Content and Language Integrated Learning in European Education: Key findings form the Andalusian Bilingual Sections Evaluation Project”, in: Applied Linguistics Advance Access, 20 nov. 2009. Lucietto, S. (2008a), “A model for Quality CLIL Provision”, in: International CLIL Research Journal, 1/1: http://www.icrj.eu/11-746 (6.7.2011). Lucietto, S. (a cura di)(2008b), ... E allora ... CLIL, IPRASE-Trentino/Alis, Trento. Maljers, A./Marsh D./Wolff, D. (ed.) (2007), Windows on CLIL: Content and Language Intergrated Learning in the European Spotlight, The Hague: European Platform for Dutch Education, Alkmaar. Marsh, H. (2002), CLIL/EMILE – The European Dimension. Action Trends and Foresight Potential, University of Jyväskyla/European Communities, UniCom, Continuing Education Centre, Jyväskyla. Marsh, D./Lang, G. (eds.) (2000), Using Langauges ot Learn and Learning to Use Languages, University of Jyväskyla, Jyväskyla. Marsh, D./Marsland, B. (1999), Learning with Languages, University of Jyväskylä. Marsh, H. et al. (2001), Profiling European CLIL Classrooms, Jyväskylä, University of Jyväskylä. Marsh, H./Wolff, D. (2007), Diverse contexts-converging goals. CLIL in Europe, Frankfurt, Lang. Martin-Jones, M. (2000), “Bilingual classroom interaction: A review of recent research”, in: Language Teaching 33/1, 1–9. Mercer (1995), The Guided Instruction of Knowledge, Multilingual Matters, Clevedon. Mercer, J. (2010), “The Integrated Nature of CLIL”, in: International CLIL Research Journal, 1/3 Research Journal, 1/3: http://www.icrj.eu/13-746 (6.7.2011). Mercer, N./Littleton, K./Wegerif, R. (2004), “The processes of interaction and collaborative activity in computer-based educational activities”, in: Technology, Pedagogy and Education, 13/2: 195–212. Mondt, K. et al. (2011), „Neural Differences in Bilingual Children’s Arithmetic Processing Depending on Language of Instruction“, in: Mind, Brain, and Education, 5/2: 79–88. 38
Page 1: Konferenzbeiträge / Atti / Proceed
Page 5 and 6: Design: DOC.bz Printing: Digiprint,
Page 7 and 8: II. CLIL ICLHE (Integrating Content
Page 10 and 11: Prefazione E’ con estremo piacere
Page 12: Prefazione ti nel Convegno e ora so
Page 15 and 16: Christoph Nickenig will be presenti
Page 18 and 19: CLIL universitario: una risposta eu
Page 42: I. Multilinguismo e internazionaliz
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Page 47 and 48: Christoph Nickenig tensione. Sa pro
Page 49 and 50: Christoph Nickenig D’altro canto
Page 51 and 52: Christoph Nickenig mente dell'idiom
Page 53 and 54: Elisabeth Wippel 1. Introduzione L
Page 55 and 56: Elisabeth Wippel Stuttgart) ed il q
Page 57 and 58: Elisabeth Wippel sempre a fine cors
Page 59 and 60: Elisabeth Wippel 7.1 Analisi contra
Page 61 and 62: Elisabeth Wippel Die Arbeit muss in
Page 63 and 64: Elisabeth Wippel I have the problem
Page 65 and 66: Elisabeth Wippel http://eacea.ec.eu
Page 67 and 68: Edward Bressan 2. Internationalisat
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Page 71 and 72: Edward Bressan quently internationa
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Page 75 and 76: Edward Bressan was a marked reducti
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Englisch: Lingua franca or medium o
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Englisch: Lingua franca or medium o
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Sile O‘Hora 1. Introduction Despi
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Sile O‘Hora SIS, and one English
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Sile O‘Hora to comprehend the gen
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Sile O‘Hora wider range of input
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Sile O‘Hora dents have been to a
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Sile O‘Hora English. This gives m
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II. CLIL
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Francesca Costa 1. Introduzione Il
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Francesca Costa 1. per il 34% (qual
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Francesca Costa È usato il Supplem
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Francesca Costa PREREQUISITI DI AMM
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Sono previste delle borse di studio
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Francesca Costa L’85% dice che no
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Francesca Costa borse di studio e l
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CLIL, much more than the sum of its
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An example from CLIL-Science chanic
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An example from CLIL-Science the mo
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An example from CLIL-Science hypoth
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An example from CLIL-Science Excerp
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An example from CLIL-Science Fig. 2
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An example from CLIL-Science Finall
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An example from CLIL-Science Gotti,
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An example from CLIL-Science Append
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Challenges in the re-redistribution
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Responsibilities and competences of
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Blended CLIL e autonomia: un percor
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III. Italiano L2
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Anna Bandini, Laura Sprugnoli, Beat
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L’insegnamento online delle lingu
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Silvia Gilardoni, Giovanna Brescian
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Eugenia Mascherpa 1. Introduzione L
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Eugenia Mascherpa tecniche sopra de
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Eugenia Mascherpa della didattica m
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Eugenia Mascherpa parole di Thomas,
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Eugenia Mascherpa agli studenti, se
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Eugenia Mascherpa bile dei contenut
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Eugenia Mascherpa Allegato 1 Questi
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La piattaforma CLiRe: autoistruzion
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La piattaforma CLiRe nella ricerca
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La piattaforma CLiRe A livello più
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La piattaforma CLiRe specializzati:
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La piattaforma CLiRe Data la natura
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Presenting Presentations: learning
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Presenting presentations audience f
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Presenting presentations 1. Treat y
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Presenting presentations speaker ev
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Presenting presentations Outlining
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Presenting presentations the presen
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Presenting presentations future pre
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Enseñar con el apoyo de las tics.
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Enseñar con el apoyo de las tics d
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Enseñar con el apoyo de las tics 3
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Enseñar con el apoyo de las tics b
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Enseñar con el apoyo de las tics T
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Enseñar con el apoyo de las tics P
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La enseñanza y la adquisición de
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Los usos de ser y estar en el aula
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Note biografiche Carla Bagna È ric
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Note biografiche Rita Franceschini
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Note biografiche Síle O’Hora Has
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Note biografiche Simone Torsani Si
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