Description

Tadelloses Exemplar. - Table o f contents -- List of figures 17 -- List of tables 21 -- Abbreviations and explanations of statistical and -- educational concepts 27 -- 1 Introduction41 -- 2 Conceptual and institutional background of CLIL (in -- Germany) 47 -- 21 Definition of CLIL and its general characteristics 48 -- 22 The educational context: How CLIL in Germany became what it -- is today55 -- 23 CLIL in NRW: The concrete educational context 59 -- 231 The development of CLIL provision and participation 59 -- 232 The curricular implementation and organisation of CLIL -- strands in NRW 71 -- 233 The characteristics of the CLIL programme to be evaluated -- in DENOCS 74 -- 24 Selection processes in NRW CLIL strands: The origin of -- creaming effects80 -- 25 Students' preparation for NRW CLIL strands 91 -- 26 Summary and conclusion 92 -- 3 Learning in EFL CLIL classes/strands: Theoretical -- background97 -- 31 Language learning102 -- 311 The connection between CLIL, communicative language -- teaching and constructivism103 -- 312 Constructivist language learning: Interrelation of content -- and language 109 -- 313 The fulfilment of innatist demands in CLILI l l -- 314 Conscious language learning processes, output orientation -- and interaction in CLIL 115 -- 315 CLIL as a bridge between theories of language learning in -- conjunction with neuroscientific claims 117 -- 316 Authenticity, learning strategies and learner autonomy as -- essential assets to language learning in CLIL119 -- 32 Affective-motivational dispositions I: Academic self-concept (ASC)122 -- 321 The importance of the self: Views of the (language) learning -- sciences 123 -- 322 The general importance of (academic) self-concept 128 -- 323 Definition of ASC and differentiation from related constructs 129 -- 324 The facilitative influence of ASC 131 -- 325 Relationships between ASC and achievement: A reciprocal -- effects m odel132 -- 326 The structure of ASC 134 -- 327 The internal/external frame of reference (I/E) model and its -- extension to the reciprocal I/E model137 -- 328 Processes related to external frames of reference: -- Big-fish-little-pond (BFLP), basking-in-reflected-glory -- (BIRG), Pygmalion and Galatea effects141 -- 329 EFL SC in the light of students selection and preparation -- for CLIL classes146 -- 3210 Theoretical considerations on the potential impact of CLIL -- on EFL SC148 -- 33 Affective-motivational dispositions II: Interest in EF1 classes 152 -- 331 The construct: Definition, structure and effects of interest 153 -- 332 The development of interest: Mechanisms explaining its -- decline and changes in the direction of causation between -- interest and achievement157 -- 333 The influence of CLIL on students� interest in EFL classes 161 -- 34 Voluntary out-of-school EFL learning: Spare-time/leisure English 168 -- 35 Learning-related reasons for student selection and preparation: -- Cognitive abilities, prior knowledge, affective-motivational -- dispositions and thresholds172 -- 36 Further influences on language learning and achievement178 -- 361 Verbal cognitive abilities (VCA) as an indicator of verbal -- intelligence178 -- 362 Sex 180 -- 363 LI influences182 -- 37 Summary and conclusion186 ISBN 9783631671290