2015 Summer Global Conference on Education, August 7-9, USA

[ELTWeekly Volume 7, Issue 11 | June 1, 2015 | ISSN 0975-3036]

Message from the conference organizers

 

The Global Conference on Education is an international refereed conference dedicated to the advancement of the theory and practices in education. The Global Conference on Education promotes collaborative excellence between academicians and professionals from Education.

The aim of Global Conference on Education is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The Global Conference on Education invites research papers that encompass conceptual analysis, design implementation and performance evaluation.

CALL FOR PAPERS

  • SUBMISSION OF AN ABSTRACT, TOPIC OF INTEREST OR PROPOSAL WILL BE ACCEPTED FOR THE PURPOSE OF REGISTRATION. TIME SCHEDULE TO BE DETERMINED LATER AFTER ALL THE PAPERS HAVE BEEN RECEIVED.
  • BASED ON THE APPROVAL FOR SUBMISSION OF PAPER, DEADLINE FOR SUBMISSION OF FINAL PAPER IS NO LATER THAN, JULY 31, 2015.
  • EACH PRESENTATION IS TO BE APPROXIMATELY 30 MINUTES IN LENGTH.
  • SUBMISSION OF PAPER AND PRESENTATION IS TO BE EMAILED TO: EDCONFERENCE@UOFRIVERSIDE.COM

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Continue Reading2015 Summer Global Conference on Education, August 7-9, USA

Research Paper: ‘A Completely Different Ball Game: Content and Language Integrated Learning through the Sociology of Sport’ by Mark Brooke

[ELTWeekly Volume 7, Issue 11 | May 4, 2015 | ISSN 0975-3036]

 

Abstract

The objective of this paper is to report on a Content and Language Integrated Learning module entitled Sport and Competition within the broader field of the Sociology of Sport. In particular, it presents classroom instructional activities developed over a period of 8 months to guide students to notice and manipulate language in context. The rationale based on Second Language Acquisition Theory behind these is then discussed. It is believed that while on-task, focusing on these activities in the classroom, intentional and incidental learning of the target content-specific language (bricks) and general cross-curricular academic language (mortar) occurs (Dutro & Moran, 2003). In addition, CLIL courses can enable students to become more aware of transferrable academic literacy skills desired for academic study in multiple disciplines. (more…)

Continue ReadingResearch Paper: ‘A Completely Different Ball Game: Content and Language Integrated Learning through the Sociology of Sport’ by Mark Brooke
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