The relationship between higher order thinking skills and academic language proficiency in English: A case study of bilingual learners in Romania

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• Roxana Herescu, Faculty of Education, University of Cambridge
• Tuesday 26 February 2013, 13:00-14:00
• Room 2S8, Donald McIntyre Building, Faculty of Education, 184 Hills Road, Cambridge.

If you have a question about this talk, please contact Ting Ding.

All welcome.

My empirical mixed-method project seeks to investigate the relationship between higher order thinking skills and academic language proficiency in English as reflected in bilingual (CLIL) learners’ oral output.

This talk will start with a brief introduction of my project providing some details about the research questions, methods and analysis procedure. I will then discuss some preliminary findings on the interplay of thinking skills and language in the output of eleven pupils following a bilingual programme in Romania. Specifically, this research seeks to explore which type of thinking skills (i.e. lower or higher order) the CLIL approach engenders in the learners, as different from the EFL and to find patterns in learners’ use of higher-order thinking skills when prompted to do so during the purpose-built tasks.

This talk is part of the FERSA Lunchtime Sessions series.

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• All Faculty of Education Seminars
• FERSA - All Events
• FERSA Lunchtime Sessions
• Room 2S8, Donald McIntyre Building, Faculty of Education, 184 Hills Road, Cambridge

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