The socio-cognitive architecture of the discourse of meaning making as part of the CLIL learning experience: a case study at primary level with limited English students in a Romanian context
This study focuses on limited English students’ cognitive engagement generated through learning interactions with others and tasks under a content-driven and discovery-oriented CLIL learning arrangement in a primary school setting. The main aims are: to explore students’ capability to access and inh...
| Main Author: | |
|---|---|
| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2013
|
| Online Access: | https://eprints.nottingham.ac.uk/13844/ |