Page 169 - Karmen Pižorn, Alja Lipavic Oštir in Janja Žmavc, ur. • Obrazi več-/raznojezičnosti. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 44
P. 169
matematika v soft clil pristopu v gimnaziji
Dutch CLIL pupils in French-speaking Belgium. Language, Culture and
Curriculum, 33(1), 1–14. https://doi.org/10.1080/07908318.2019.1571078
Moate, J. (2013). Reconceptualising teacherhood through the lens of for-
eign-language mediation. Jyväskylä studies in education, psychology and
social research. (doktorska disertacija, University of Jyväskylä). https://jyx.
jyu.fi/bitstream/handle/123456789/40738/1/978-951-39-5034-7.pdf
Moraová, H. in Novotná, J. (2017). Higher order thinking skills in CLIL lesson
plans of preservice teachers. V Jarmila Novotná in Hana Moraová (ur.)
International Symposium Elementary Maths Teaching SEMT ‘17, Proceed-
ings (str. 336–345).
Network Eurydice. (2017). Key Data on Teaching Languages at School in Euro-
pe. https://www.eurydice.si/publikacije/Key-Data-on-Teaching-Languages-
-at-School-in-Europe-2017-EN.pdf?_t=1554834232
Nikula, T. in Marsh, D. (1999). Case study: Finland. V Marsh, D. in G. Langé
(ur.), Implementing Content and Language Integrated Learning (str. 17–72).
Jyväskylä: Continuum Education Centre.
Novotná, J. in Moraová, H. (2005). Cultural and linguistic problems in the use
of authentic textbooks when teaching mathematics in a foreign language.
ZDM, 37(2), 109–115.
Novotná, J. in Hofmannová, M. (2000). CLIL and mathematics education. V
Alan Rogerson (Ur.), Mathematics for Living. The Mathematics Education
Into the 21st Century Project, 226–230. Amman: Jordan.
Pavón, V. in Rubio, F. (2010). Teachers‘ concerns about the introduction of
CLIL programmes. Porta Linguarum, 14, 45–58.
Pavón Vázquez, V. in Ellison, M. (2013). Examinig teacher roles and competen-
ces in Content and Language Integrated Learning (CLIL). Lingvarvm are-
na, 4, 65–78.
Pérez-Canado, M. (2012). CLIL Research in Europe: Past, Present, and Future.
International Journal of Bilingual Education and Bilingualism, 15(3), 315–
341. https://doi.org/10.1080/13670050.2011.630064
Pižorn, K. (2017). Content and language integrated learning (CLIL): a pana-
cea for young English language learners?. V J. Enever in E. Lindgren (ur.).
Early language learning: complexity and mixed methods (str. 145–163). St
Nicholas House, Bristol, UK; Blue Ridge Summit, PA, USA: Multilingual
Matters.
Polak, A. (2009). Timsko delo v vzgoji in izobraževanju. Ljubljana: Modrijan.
169
Dutch CLIL pupils in French-speaking Belgium. Language, Culture and
Curriculum, 33(1), 1–14. https://doi.org/10.1080/07908318.2019.1571078
Moate, J. (2013). Reconceptualising teacherhood through the lens of for-
eign-language mediation. Jyväskylä studies in education, psychology and
social research. (doktorska disertacija, University of Jyväskylä). https://jyx.
jyu.fi/bitstream/handle/123456789/40738/1/978-951-39-5034-7.pdf
Moraová, H. in Novotná, J. (2017). Higher order thinking skills in CLIL lesson
plans of preservice teachers. V Jarmila Novotná in Hana Moraová (ur.)
International Symposium Elementary Maths Teaching SEMT ‘17, Proceed-
ings (str. 336–345).
Network Eurydice. (2017). Key Data on Teaching Languages at School in Euro-
pe. https://www.eurydice.si/publikacije/Key-Data-on-Teaching-Languages-
-at-School-in-Europe-2017-EN.pdf?_t=1554834232
Nikula, T. in Marsh, D. (1999). Case study: Finland. V Marsh, D. in G. Langé
(ur.), Implementing Content and Language Integrated Learning (str. 17–72).
Jyväskylä: Continuum Education Centre.
Novotná, J. in Moraová, H. (2005). Cultural and linguistic problems in the use
of authentic textbooks when teaching mathematics in a foreign language.
ZDM, 37(2), 109–115.
Novotná, J. in Hofmannová, M. (2000). CLIL and mathematics education. V
Alan Rogerson (Ur.), Mathematics for Living. The Mathematics Education
Into the 21st Century Project, 226–230. Amman: Jordan.
Pavón, V. in Rubio, F. (2010). Teachers‘ concerns about the introduction of
CLIL programmes. Porta Linguarum, 14, 45–58.
Pavón Vázquez, V. in Ellison, M. (2013). Examinig teacher roles and competen-
ces in Content and Language Integrated Learning (CLIL). Lingvarvm are-
na, 4, 65–78.
Pérez-Canado, M. (2012). CLIL Research in Europe: Past, Present, and Future.
International Journal of Bilingual Education and Bilingualism, 15(3), 315–
341. https://doi.org/10.1080/13670050.2011.630064
Pižorn, K. (2017). Content and language integrated learning (CLIL): a pana-
cea for young English language learners?. V J. Enever in E. Lindgren (ur.).
Early language learning: complexity and mixed methods (str. 145–163). St
Nicholas House, Bristol, UK; Blue Ridge Summit, PA, USA: Multilingual
Matters.
Polak, A. (2009). Timsko delo v vzgoji in izobraževanju. Ljubljana: Modrijan.
169
