Abstract
This chapter investigates how technology-enhanced content and language integrated learning (TECLIL) pedagogical approaches are transplanted and implemented in Chinese tertiary language classrooms to promote student online engagement and scaffold students’ concept inquiry and English language development. Specifically, this chapter reports on two case studies of how Wikispaces and Knowledge Forum were utilized as virtual collective knowledge construction spaces via the use of English for business English students at a university in Shanghai. Data have been obtained from multiple sources, including online discussion notes, interviews, pre-and-post domain knowledge tests and language proficiency tests as well as teachers’ observation. Quantitative and qualitative data analyses examined student engagement and explored their perception of and experience with the TECLIL learning innovations. More importantly, drawn on the interview, observation and online data, this study unravels the potentials and challenges of CLIL pedagogy leveraged by use of technology in light of changing educational contexts in China. Theoretical contributions and practical implications, particularly design considerations, are also discussed.
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Zhao, K., Lei, C. (2017). Technology-Enhanced Content and Language Integrated Learning in Chinese Tertiary English Classes: Potentials and Challenges. In: Reinders, H., Nunan, D., Zou, B. (eds) Innovation in Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-60092-9_5
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DOI: https://doi.org/10.1057/978-1-137-60092-9_5
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