This integrative and alternative curriculum “would include cross-curricular objectives and be grounded on powerful learning environments” ones that include problem- and project- based tasks and promote student autonomy and control of the learning process (Alahiotis & Stavlioti, 2006, p.122). Inter- and intra- disciplinary knowledge is important to be included in curricular materials. Furthermore, it is noted that this approach is both content and process oriented and that is why is so deman...
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...h Association (pp.645-655). Nicosia, Cyprus: University of Cyprus.
Pavón Vázquez, V. & Rubio, F. (2010). Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum, 14, 45-58. http://www.ugr.es/~portalin/articulos/PL_numero14/3%20Teachers%20Concerns%20and%20Uncertainties_V%20Pavon_F%20Rubio.pdf
Serra, C. (2007). Assessing CLIL at Primary School: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602. http://dx.doi.org/10.2167/beb461.0
Stavlioti, K. E. & Alahiotis, N. S. (2007). Evaluation of a Cross-Thematic Curricular Innovation: Teachers Attitudes and the Flexible Zone (FZ). The International Journal of Learning, 14 (3), 267-276.
Vars, F. G. (2001). Can Curriculum Integration Survive in an Era of High-Stakes Testing?. Middle School Journal, 33 (2), 7-17. doi: 10.2307/23043475
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