Breaking Down Barriers: Paving the Way for the Implementation of Content and Language Integrated Learning "CLIL" in the Algerian Higher Education Institutions
| المصدر: | المجلة الجزائرية للترجمة واللغات |
|---|---|
| الناشر: | جامعة وهران 2 محمد بن أحمد - كلية اللغات الأجنبية |
| المؤلف الرئيسي: | Makhlouf, Kouider (Author) |
| المجلد/العدد: | مج5, ع3 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2023
|
| الشهر: | ديسمبر |
| الصفحات: | 319 - 331 |
| ISSN: |
2710-7922 |
| رقم MD: | 1447561 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Algeria | Challenges | English-Mediated CLIL | Higher Education | Roadmap
|
| رابط المحتوى: |
عدد مرات التحميل
1
| المستخلص: |
Content and Language Integrated Learning (CLIL) has gained considerable attention worldwide as an innovative pedagogical approach that integrates content knowledge with language learning. This study explores the potential benefits and challenges associated with the implementation of CLIL in the Algerian Higher Education Institutions. By conducting a comprehensive analysis of relevant literature and employing a qualitative research design, including a systematic review and synthesis of scholarly articles, books, reports, and other relevant sources, this research identifies the key barriers hindering the successful adoption of CLIL in the Algerian context. Furthermore, this research proposes a set of strategies as a roadmap to overcome these challenges and pave the way for effective CLIL implementation. Breaking down these barriers and fostering a more dynamic learning environment, Algerian Higher Education Institutions can better prepare students for the demands of a globalized world. This research provides valuable insights and practical recommendations to policymakers, educators, and researchers interested in promoting language education reform in higher education. By bridging the gap between research and practice, this study contributes to the ongoing discourse on CLIL implementation and its implications for educational reform, focusing on the need for further research. |
|---|---|
| ISSN: |
2710-7922 |
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