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SUMMARY:The relationship between higher order thinking skills and academic
  language proficiency in English:  A case study of bilingual students in R
 omania - Roxanna Herescu\, Faculty of Education
DTSTART:20140514T120000Z
DTEND:20140514T130000Z
UID:TALK52544@talks.cam.ac.uk
CONTACT:Lingling Xu
DESCRIPTION:It is largely contended that a bilingual approach (i.e. CLIL) 
 to teaching English as a foreign language has more benefits than the tradi
 tional EFL approach. Specifically\, due to the use of non-EFL content matt
 er\, one main benefit is the students' cognitive development which in turn
  leads to more efficient language learning. Working with concepts such as 
 cognitive academic language (CALP) and higher order thinking skills (HOTS)
 \, this mixed methods study seeks to investigate and understand the relati
 onship between higher order thinking and academic language production in t
 he output of pupils following a bilingual programme in Romania.  It will d
 o so by mapping out which type of thinking skills the bilingual approach p
 rompts in the learners\, as different from the EFL one\, and to find patte
 rns in the learners' use of higher order thinking in relation to language 
 production during lessons and purpose built tasks. In this presentation I 
 will focus on some of the findings of this study following the qualitative
  analysis of the data.
LOCATION:Room 2S3\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge CB2 8PQ
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