Building science through questions in Content and Language Integrated Learning (CLIL) classrooms
Abstract Background The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students' ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of inform...
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| Format: | Book |
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SpringerOpen,
2021-05-01T00:00:00Z.
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A1234.567 |
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