Online CLIL Scaffolding at University Level: Building Learners' Academic Language and Content-Specific Vocabulary Across Disciplines Through Online Learning

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Language: English

© 2012


Over the last two years, the University of Urbino, Italy, has been implementing Content and Language Integrated Learning (CLIL) courses in English across all disciplines. This study focuses on the online self-study CLIL scaffolding designed to help students involve in an Internationalization Project to build academic language and content-specific vocabulary autonomously. Within a CLIL counterbalanced instructional framework, which integrates content-based and form-focused instruction as advocated by Lyster (2007), learners' awareness and acquisition of English academic language and subject-specific terminology have been promoted by means of online course-tailored activities delivered through self-access materials. The profile of the 21st century digital-age university learner has had a deep impact on the instructional design of the online CLIL learning environment implemented. Noticeably, the online self-study materials have been created using corpus- and web-based tools aimed to cater to CLIL learners' cognitive, subject-specific, and language needs. Activities have been set up to engage learners in active learning and to trigger students' self-directed learning processes effectively. Online out-of-class academic and content language scaffolding, informed by sound foreign language acquisition research and pedagogy, have been enhanced.

Keywords: CLIL, technology-enhanced learning, corpus-based tools, autonomous learning.


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Carloni, Giovanna. (2012). Online CLIL Scaffolding at University Level: Building Learners' Academic Language and Content-Specific Vocabulary Across Disciplines Through Online Learning. In Linda Bradley, Sylvie Thouësny (Eds), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 37-42).

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