Full Description
If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mindset. In this book, a follow up to CLIL, the authors review new developments in the understanding of the interface between language and learning, and propose an original new 'pluriliteracies' approach which refines and develops current thinking in CLIL. It aims to facilitate deeper learning through an explicit focus on disciplinary literacies, guiding learners towards textual fluency, encouraging successful communication across cultures, and providing a key stepping-stone towards becoming responsible global citizens. It both provides strong theoretical grounding, and shows how to put that understanding into practise. Engaging and practical, this book will be invaluable to both academics and education practitioners, and will enable conventional classrooms to be transformed into deeper learning ecologies.
Contents
Foreword; Part I. CLIL - Moving On: 1. Understanding the CLIL phenomenon - developments and directions; 2. Problematising CLIL - bringing the outside in and inside out; Part II. Pluriliteracies: Building a Pedagogical Approach for Deeper Learning: 3. Moving towards pluriliteracies; 4. The mechanics of deeper learning; 5. Drivers of deeper learning; 6. Mentoring deeper learning; Part III. Putting a Pluriliteracies Approach into Practice: 7. A paradigm shift: from classrooms to learning ecologies; 8. Learnscaping: designing ecosystems for PTL; 9. Repositioning the language classroom for pluriliteracies contexts; 10. Closing comments: the road ahead.
