Partly because of the Bologna Declaration, the so-called English-Medium Instruction (EMI) courses in universities have undergone a strong surge in the last 15 years. This initial phase of growth in EMI has had an impact on LSP (Language for Specific Purposes) courses, which have in some cases suffered a consequent decline. This article seeks to highlight the potential of LSP to prepare students in EMI communication, support academic disciplinary skills, develop transversal skills, and foster intercultural communication. The study analyses an LSP-focused curricular design that aims to help students develop English-language communicative effectiveness for a domain-specific context: social and human services. The various integrative practices inherent in LSP instruction call attention to its potential as a harmonizing and empowering force for content- and language-integrated learning when used alongside EMI. Keywords: English-Medium Instruction (EMI); Language for Specific Purposes (LSP); English for Specific Purposes (ESP); Content-and-language integrated learning (CLIL); Integrating content and language in higher education (ICLHE).
{"title":"The role of English for specific purposes (ESP) in supporting the linguistic dimension in English-medium instruction (EMI)","authors":"F. Costa, Lynn Mastellotto","doi":"10.5565/rev/clil.91","DOIUrl":"https://doi.org/10.5565/rev/clil.91","url":null,"abstract":"Partly because of the Bologna Declaration, the so-called English-Medium Instruction (EMI) courses in universities have undergone a strong surge in the last 15 years. This initial phase of growth in EMI has had an impact on LSP (Language for Specific Purposes) courses, which have in some cases suffered a consequent decline. This article seeks to highlight the potential of LSP to prepare students in EMI communication, support academic disciplinary skills, develop transversal skills, and foster intercultural communication. The study analyses an LSP-focused curricular design that aims to help students develop English-language communicative effectiveness for a domain-specific context: social and human services. The various integrative practices inherent in LSP instruction call attention to its potential as a harmonizing and empowering force for content- and language-integrated learning when used alongside EMI. \u0000Keywords: English-Medium Instruction (EMI); Language for Specific Purposes (LSP); English for Specific Purposes (ESP); Content-and-language integrated learning (CLIL); Integrating content and language in higher education (ICLHE).","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72870055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial CJ 5(2)","authors":"Monica Clua Serrano","doi":"10.5565/rev/clil.96","DOIUrl":"https://doi.org/10.5565/rev/clil.96","url":null,"abstract":"","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90379162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.
{"title":"The Role of the L1 in EMI classroom practices","authors":"Balbina Moncada-Comas","doi":"10.5565/rev/clil.84","DOIUrl":"https://doi.org/10.5565/rev/clil.84","url":null,"abstract":"English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81103648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
CLIL Content and Language Integrated Learning, as we know, is an umbrella dual-focused pedagogical approach (e.g., Dalton-Puffer, 2011) that is more commonly associated within contexts of primary and secondary education. Pedagogical strategies and materials are designed to, on the one hand, progressively work towards higher-order thinking and production abilities in areas of content learning in a foreign language, often English, while simultaneously attending to the students’ need to develop the relevant linguistic competencies in the target language. To achieve these, and related goals, materials and teaching strategies centre on the principles of integration (Nikula et al., 2016) and high-quality classroom interaction (Walsh, 2006). But what of the EMI context? Specifically, how is content and language integration achieved (or at least, aimed at) in tertiary education? To allay concerns to some degree, language, in any context, packages knowledge, and knowledge is packaged in language. In other words, language and knowledge co-constitute each other (Airey & Linder, 2009; Lemke, 1990). So, although EMI as such does not hold to explicit language-related goals, studies have shown that teachers do hold themselves and students accountable for the correct use of conventionalised disciplinary language in the field (Clua Serrano 2021; Clua1 & Evnitskaya, forthcoming, Escobar Urmeneta, 2017; Mancho-Barés, G., & AguilarPérez, M., 2020) as well as deal with language aspects, often beyond the purely technical range (e.g., Andjelkov, 2022). However, a significant proportion of faculty rejects certain socio-constructivist-based CLIL methodologies that are often used in compulsory-level education (e.g., Kletzenbauer et al., 2022, this issue), believing these approaches should be reserved for university students with low English language proficiency (Aguilar, 2017; Airey, 2016). This not only speaks of the additional investment required of teachers in the EMI enterprise (Doiz et al. 2011), but also of the reported identities at play in teachers as content, and not language, experts (Macaro, 2018; Mancho-Barés, G., & Aguilar-Pérez, M., 2020). All in all, research continues to explore teacher (and student) practices in, and beliefs about, EMI to find ways to optimise teaching and learning in this context. The interview presented here serves to get a glimpse into pedagogical praxis and identity through the experience of one EMI teacher. Javier Jimenez Jimenez is a tenured Associate Professor in the Department of Basic Science at the Universitat Internacional de Catalunya (UIC Barcelona). He is an experienced lecturer, and through this interview, he reflects on his experience as an EMI teacher of Immunology and Microbiology between the years 2016-2019. He taught this subject in English in the English-track Dentistry programme, and in Spanish in the Spanish-track programme, back-toback. https://doi.org/10.5565/rev/clil.95 eISSN: 2604-5613 Print ISSN: 2605-5893
{"title":"The A-B-C of content teaching in an EMI classroom","authors":"Monica Clua Serrano, Javier Jiménez","doi":"10.5565/rev/clil.95","DOIUrl":"https://doi.org/10.5565/rev/clil.95","url":null,"abstract":"CLIL Content and Language Integrated Learning, as we know, is an umbrella dual-focused pedagogical approach (e.g., Dalton-Puffer, 2011) that is more commonly associated within contexts of primary and secondary education. Pedagogical strategies and materials are designed to, on the one hand, progressively work towards higher-order thinking and production abilities in areas of content learning in a foreign language, often English, while simultaneously attending to the students’ need to develop the relevant linguistic competencies in the target language. To achieve these, and related goals, materials and teaching strategies centre on the principles of integration (Nikula et al., 2016) and high-quality classroom interaction (Walsh, 2006). But what of the EMI context? Specifically, how is content and language integration achieved (or at least, aimed at) in tertiary education? To allay concerns to some degree, language, in any context, packages knowledge, and knowledge is packaged in language. In other words, language and knowledge co-constitute each other (Airey & Linder, 2009; Lemke, 1990). So, although EMI as such does not hold to explicit language-related goals, studies have shown that teachers do hold themselves and students accountable for the correct use of conventionalised disciplinary language in the field (Clua Serrano 2021; Clua1 & Evnitskaya, forthcoming, Escobar Urmeneta, 2017; Mancho-Barés, G., & AguilarPérez, M., 2020) as well as deal with language aspects, often beyond the purely technical range (e.g., Andjelkov, 2022). However, a significant proportion of faculty rejects certain socio-constructivist-based CLIL methodologies that are often used in compulsory-level education (e.g., Kletzenbauer et al., 2022, this issue), believing these approaches should be reserved for university students with low English language proficiency (Aguilar, 2017; Airey, 2016). This not only speaks of the additional investment required of teachers in the EMI enterprise (Doiz et al. 2011), but also of the reported identities at play in teachers as content, and not language, experts (Macaro, 2018; Mancho-Barés, G., & Aguilar-Pérez, M., 2020). All in all, research continues to explore teacher (and student) practices in, and beliefs about, EMI to find ways to optimise teaching and learning in this context. The interview presented here serves to get a glimpse into pedagogical praxis and identity through the experience of one EMI teacher. Javier Jimenez Jimenez is a tenured Associate Professor in the Department of Basic Science at the Universitat Internacional de Catalunya (UIC Barcelona). He is an experienced lecturer, and through this interview, he reflects on his experience as an EMI teacher of Immunology and Microbiology between the years 2016-2019. He taught this subject in English in the English-track Dentistry programme, and in Spanish in the Spanish-track programme, back-toback. https://doi.org/10.5565/rev/clil.95 eISSN: 2604-5613 Print ISSN: 2605-5893","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76717500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we present a cross-disciplinary collaboration model inspired by collaborative action research (CAR) developed at a computer science department at a University of Applied Sciences in Austria. We outline the roles which language teachers at the institution and external collaborators (teacher educators and language specialists) play in creating a space of trust for the professional development of content specialists. Recent research (e.g. Zappa-Hollman, 2018) has called for such collaborative partnerships between language and content specialists to raise awareness among English Medium Instruction (EMI) practitioners and stakeholders that language is “the crucial semiotic resource to [...] facilitate conceptualization and problem solving in specific disciplines” (Yuan, 2021, p. 2). This demand for an integrative approach which takes the interplay of language and content into consideration has not yet received sufficient attention, neither at the institutional level nor at the level of individual teachers (Zappa-Hollman, 2018). Innovative approaches are clearly needed to improve the quality of ICLHE teaching (Kim et al., 2018). The generally positive reactions of the content teachers to the Trust Model of Cross-Disciplinary Collaboration suggest that it can contribute to improving their understanding of the epistemic function of language and their Integrating Content and language in Higher Education (ICLHE) teaching practice.
在本文中，我们提出了一种跨学科的协作模式，其灵感来自于奥地利应用科学大学计算机科学系开发的协作行动研究(CAR)。我们概述了机构内的语言教师和外部合作者(教师教育者和语言专家)在为内容专家的专业发展创造信任空间方面所扮演的角色。最近的研究(如Zappa-Hollman, 2018)呼吁语言和内容专家之间建立这种合作伙伴关系，以提高英语媒介教学(EMI)从业者和利益相关者的意识，即语言是“[…][促进特定学科的概念化和问题解决](Yuan, 2021，第2页)。这种对考虑语言和内容相互作用的综合方法的需求，无论是在机构层面还是在教师个人层面，都没有得到足够的重视(Zappa-Hollman, 2018)。显然，提高ICLHE教学质量需要创新方法(Kim et al.， 2018)。内容教师对跨学科合作信任模式的普遍积极反应表明，它有助于提高他们对语言认知功能的理解，有助于他们在高等教育教学实践中整合内容和语言。
{"title":"Becoming “Language-Aware“ in ICLHE","authors":"P. Kletzenbauer, U. Fürstenberg, M. Reitbauer","doi":"10.5565/rev/clil.81","DOIUrl":"https://doi.org/10.5565/rev/clil.81","url":null,"abstract":"In this paper, we present a cross-disciplinary collaboration model inspired by collaborative action research (CAR) developed at a computer science department at a University of Applied Sciences in Austria. We outline the roles which language teachers at the institution and external collaborators (teacher educators and language specialists) play in creating a space of trust for the professional development of content specialists.\u0000Recent research (e.g. Zappa-Hollman, 2018) has called for such collaborative partnerships between language and content specialists to raise awareness among English Medium Instruction (EMI) practitioners and stakeholders that language is “the crucial semiotic resource to [...] facilitate conceptualization and problem solving in specific disciplines” (Yuan, 2021, p. 2). This demand for an integrative approach which takes the interplay of language and content into consideration has not yet received sufficient attention, neither at the institutional level nor at the level of individual teachers (Zappa-Hollman, 2018). Innovative approaches are clearly needed to improve the quality of ICLHE teaching (Kim et al., 2018).\u0000The generally positive reactions of the content teachers to the Trust Model of Cross-Disciplinary Collaboration suggest that it can contribute to improving their understanding of the epistemic function of language and their Integrating Content and language in Higher Education (ICLHE) teaching practice.","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83704025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Valcke, Justyna Gieżyńska, András Nagy, A. Eltayb
This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds.
这篇文章提供了医学教育者需要有效地教授医学生不同文化群体的知识、技能和态度的见解。“医学教育中的CLIL:在多元文化和多语言学习空间中寻找有效的英语教学工具”(climed)是伊拉斯谟+战略合作伙伴关系，它设计了一个简介，以帮助医学教育者在有意设定目标的过程中，并围绕他们的教学法、语言和文化进行自我反思。这里要讨论的是教育的多元文化成果，因为有利于发展与他者性、多元性和多样性相关的知识、态度和技能，对医疗保健提供的质量有直接影响(Bradshaw, 2019;Corbett, 2011;Tiwary et al.， 2019)。了解医学教育工作者在跨文化课堂中需要哪些能力，将极大地影响他们有意设计、实施和发展教学的能力。climed全球医学教育工作者能力概况以内容和语言综合学习(CLIL)的多元文化成果为中心，旨在阐明和支持终身学习，帮助医学专业人员与来自其他语言和文化背景的学生有效和适当地互动。
{"title":"CLIL for medical universities","authors":"J. Valcke, Justyna Gieżyńska, András Nagy, A. Eltayb","doi":"10.5565/rev/clil.80","DOIUrl":"https://doi.org/10.5565/rev/clil.80","url":null,"abstract":"This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds. ","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84014759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aquest article s’encamina cap a la voluntat de millora de la pràctica docent. L’objecte d’estudi és l’anàlisi del discurs oral d’una professora practicant, alumna del Màster oficial de Formació de Professorat d’Educació Secundària de la Universitat Autònoma de Barcelona de l’especialitat de Llengua i Literatura Catalanes. La pròpia professora novella parteix de l’enregistrament sonor d’una sessió de classe seva, per tal d’analitzar la interacció entre la docent i l’alumnat. La finalitat és valorar quines són les estratègies discursives emprades per la professora novella a l’hora de suavitzar la distància social entre els interlocutors i millorar la seva interacció en un context educatiu on es manifesta un marcat rebuig a expressar-se en català. Per valorar la relació entre professorat i alumnat, s’analitzen les estratègies de proximitat o distància que empra la docent en el seu discurs oral. Es persegueix com a màxim exponent l’anàlisi del possible assoliment de l’equilibri entre autoritat i empatia a l’aula. Es porta a terme una anàlisi qualitativa i quantitativa. Les conclusions apel·len a la necessitat de vetllar per l’esmentat equilibri sense desestabilitzar-lo. L’estudi presenta una autorevisió docent útil per adquirir un aprenentatge vers les estratègies discursives de relació social: una pràctica necessària dins de l'àmbit educatiu.
{"title":"\"Comencem o no?\":","authors":"Marta Pastor Borràs","doi":"10.5565/rev/clil.57","DOIUrl":"https://doi.org/10.5565/rev/clil.57","url":null,"abstract":"Aquest article s’encamina cap a la voluntat de millora de la pràctica docent. L’objecte d’estudi és l’anàlisi del discurs oral d’una professora practicant, alumna del Màster oficial de Formació de Professorat d’Educació Secundària de la Universitat Autònoma de Barcelona de l’especialitat de Llengua i Literatura Catalanes. La pròpia professora novella parteix de l’enregistrament sonor d’una sessió de classe seva, per tal d’analitzar la interacció entre la docent i l’alumnat. La finalitat és valorar quines són les estratègies discursives emprades per la professora novella a l’hora de suavitzar la distància social entre els interlocutors i millorar la seva interacció en un context educatiu on es manifesta un marcat rebuig a expressar-se en català. Per valorar la relació entre professorat i alumnat, s’analitzen les estratègies de proximitat o distància que empra la docent en el seu discurs oral. Es persegueix com a màxim exponent l’anàlisi del possible assoliment de l’equilibri entre autoritat i empatia a l’aula. Es porta a terme una anàlisi qualitativa i quantitativa. Les conclusions apel·len a la necessitat de vetllar per l’esmentat equilibri sense desestabilitzar-lo. L’estudi presenta una autorevisió docent útil per adquirir un aprenentatge vers les estratègies discursives de relació social: una pràctica necessària dins de l'àmbit educatiu.","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79872743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author briefly describes the main purpose of this certificate course, one of the options in vocational training offered by the public education system in Spain. It then gives details about the pedagogical approaches currently being applied in this course as well as the role of language in class and the benefits of using a foreign language instead of the students’ L1. She also gives examples of projects, quality learning tasks and techniques that might be useful to other teachers of vocational courses.
{"title":"The A-B-C of The Teaching and Learning of the Middle Level Cycle “Pharmacy and Parapharmacy Technician” in Vocational Education","authors":"Tònia Cladera Bohigas","doi":"10.5565/rev/clil.50","DOIUrl":"https://doi.org/10.5565/rev/clil.50","url":null,"abstract":"The author briefly describes the main purpose of this certificate course, one of the options in vocational training offered by the public education system in Spain. It then gives details about the pedagogical approaches currently being applied in this course as well as the role of language in class and the benefits of using a foreign language instead of the students’ L1. She also gives examples of projects, quality learning tasks and techniques that might be useful to other teachers of vocational courses.","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85869969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marilisa Birello, Maria Rosa Gil, R. Delgado, X. Planàs
La relación entre la investigación y la práctica en el aula es una cuestión que interesa y preocupa tanto al mundo académico como al mundo de la escuela. Este artículo presenta la discusión entre tres docentes que trabajan a caballo entre la escuela y la universidad sobre cuestiones candentes relativas a la educación lingüística y literaria, la potencialmente fructífera relación entre escuela y universidad, y la necesidad de creación de puentes institucionales entre ambos ámbitos. Los participantes concluyen que es necesaria una colaboración escuela- universidad que vaya más allá de situaciones concretas y aisladas. Hace falta una propuesta de colaboración que se construya a través del diálogo para dar respuestas a las necesidades que la sociedad cambiante plantea en el día a día de la escuela.
{"title":"La relación entre investigación y la práctica en el aula:","authors":"Marilisa Birello, Maria Rosa Gil, R. Delgado, X. Planàs","doi":"10.5565/rev/clil.88","DOIUrl":"https://doi.org/10.5565/rev/clil.88","url":null,"abstract":"La relación entre la investigación y la práctica en el aula es una cuestión que interesa y preocupa tanto al mundo académico como al mundo de la escuela. Este artículo presenta la discusión entre tres docentes que trabajan a caballo entre la escuela y la universidad sobre cuestiones candentes relativas a la educación lingüística y literaria, la potencialmente fructífera relación entre escuela y universidad, y la necesidad de creación de puentes institucionales entre ambos ámbitos. Los participantes concluyen que es necesaria una colaboración escuela- universidad que vaya más allá de situaciones concretas y aisladas. Hace falta una propuesta de colaboración que se construya a través del diálogo para dar respuestas a las necesidades que la sociedad cambiante plantea en el día a día de la escuela.","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83029524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial CJ 5(1)","authors":"Cristina Escobar Urmeneta","doi":"10.5565/rev/clil.90","DOIUrl":"https://doi.org/10.5565/rev/clil.90","url":null,"abstract":"Editorial CJ 5(1)","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80510418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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