Pub Date : 2021-11-22DOI: 10.5294/laclil.2021.14.1.1
A. Wentzel
Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice – content compression – is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against the reduction and simplification of content for fear that it might harm students’ understanding of the subject content. This paper explains the ostensibly paradoxical result that content compression improves students’ understanding of content and shows why it is well suited to CLIL, if applied correctly. It presents content compression principles and techniques that are appropriate to content production and teaching practice in the CLIL classroom and shows how it was used to enhance language acquisition by students in a CLIL business course at a Colombian university over a period of three semesters. This experience suggested that content compression, in combination with other pedagogical practices, not only increased students’ linguistic confidence, but also enhanced their perceived learning in both content and language.
{"title":"Less is more","authors":"A. Wentzel","doi":"10.5294/laclil.2021.14.1.1","DOIUrl":"https://doi.org/10.5294/laclil.2021.14.1.1","url":null,"abstract":"Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice – content compression – is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against the reduction and simplification of content for fear that it might harm students’ understanding of the subject content. This paper explains the ostensibly paradoxical result that content compression improves students’ understanding of content and shows why it is well suited to CLIL, if applied correctly. It presents content compression principles and techniques that are appropriate to content production and teaching practice in the CLIL classroom and shows how it was used to enhance language acquisition by students in a CLIL business course at a Colombian university over a period of three semesters. This experience suggested that content compression, in combination with other pedagogical practices, not only increased students’ linguistic confidence, but also enhanced their perceived learning in both content and language.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"59 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91091963","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}
Pub Date : 2021-11-22DOI: 10.5294/laclil.2021.14.1.2
Sotiria Pappa
The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.
{"title":"A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum","authors":"Sotiria Pappa","doi":"10.5294/laclil.2021.14.1.2","DOIUrl":"https://doi.org/10.5294/laclil.2021.14.1.2","url":null,"abstract":"The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"23 7","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72409649","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}
Pub Date : 2021-11-22DOI: 10.5294/laclil.2021.14.1.3
Rosa Sánchez-García, Víctor Pavón-Vázquez
The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students’ ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students’ point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model.
{"title":"Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations","authors":"Rosa Sánchez-García, Víctor Pavón-Vázquez","doi":"10.5294/laclil.2021.14.1.3","DOIUrl":"https://doi.org/10.5294/laclil.2021.14.1.3","url":null,"abstract":"The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students’ ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students’ point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"48 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75622485","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}
Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.8
Isabel Tejada-Sánchez, Mario Molina-Naar
This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants. Received: 28/02/2020 Accepted: 18/09/2020
{"title":"English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University","authors":"Isabel Tejada-Sánchez, Mario Molina-Naar","doi":"10.5294/LACLIL.2020.13.2.8","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.8","url":null,"abstract":"This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.\u0000Received: 28/02/2020\u0000Accepted: 18/09/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"339-367"},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42829504","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}
Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.3
Saman Bahrami, R. Rahimy
The present study was an attempt to investigate the effect of the analysis matrix, a type of graphic organizer, as a language improvement supportive attempt on fostering reading comprehension in an EFL academic context. The main question this study tried to answer was whether using this technique might enhance reading comprehension abilities among Iranian non-English majors. To achieve this goal, 120 nursing and microbiology majors were randomly selected from a population of the non-English majors enrolled for the Academic English course. They were divided into four groups of 30 and were randomly assigned to two experimental groups and two control groups. A pre-test of reading comprehension was administered to all groups. Then, they were taught passages to read for eight sessions with different methods; the experimental groups received a treatment of analysis matrix technique instruction while the control groups were taught with the traditional method, including no summarization instruction. A post-test of reading comprehension was finally administered to all groups. The data were analyzed using one-way analysis of covariance (ANCOVA) to control the effects of the pre-test on the outcomes. The results indicated a statistically significant difference due to pedagogical intervention; the two experimental groups outperformed on the post-test after being treated with analysis matrix technique for eight sessions.
{"title":"Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement","authors":"Saman Bahrami, R. Rahimy","doi":"10.5294/LACLIL.2020.13.2.3","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.3","url":null,"abstract":"The present study was an attempt to investigate the effect of the analysis matrix, a type of graphic organizer, as a language improvement supportive attempt on fostering reading comprehension in an EFL academic context. The main question this study tried to answer was whether using this technique might enhance reading comprehension abilities among Iranian non-English majors. To achieve this goal, 120 nursing and microbiology majors were randomly selected from a population of the non-English majors enrolled for the Academic English course. They were divided into four groups of 30 and were randomly assigned to two experimental groups and two control groups. A pre-test of reading comprehension was administered to all groups. Then, they were taught passages to read for eight sessions with different methods; the experimental groups received a treatment of analysis matrix technique instruction while the control groups were taught with the traditional method, including no summarization instruction. A post-test of reading comprehension was finally administered to all groups. The data were analyzed using one-way analysis of covariance (ANCOVA) to control the effects of the pre-test on the outcomes. The results indicated a statistically significant difference due to pedagogical intervention; the two experimental groups outperformed on the post-test after being treated with analysis matrix technique for eight sessions.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71158385","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}
Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.7
S. Filice
Over the past decades, the integration of content and language in education has been gaining ground in different design formats and at various levels of education worldwide. This study describes a pilot project carried out at the School of Pharmacy of an Italian University, using a partial-CLIL format, as this was the only model accepted for experimentation by the School. The terms partial CLIL and adjunct CLIL describe different degrees of integration. Since this was the first trial with students from the Pharmacy program, the main concern was finding out how they would respond to such an “‘innovative” approach. Despite the plethora of literature available on CLIL in higher education, there is a lack of research regarding students’ views on the issue; no consideration seems to be given to the main protagonists who undergo this “novel” approach. Hence, the aim of the study was to seek students’ voice on the experience—their thoughts and feelings. Student perceptions are essential for future didactical applications. A mixed method approach to data collection was employed to give strong validity to the data (direct observation, focus group interview followed by a survey questionnaire). The preliminary findings gathered from the qualitative and quantitative analysis contribute positively to the organization of CLIL courses in higher education. Overall, the results reveal positive student views, but, at the same time, encourage reflections for teachers and stakeholders on how to prepare students for CLIL lessons and on structuring CLIL programs for future implementations. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Filice, S. (2020). CLIL in pharmacology: Enabling student voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338. https://doi.org/10.5294/laclil.2020.13.2.7 Received: 24/04/2020 Accepted: 10/08/2020 Published: 13/01/2020
在过去的几十年里,教育内容和语言的融合在世界各地不同的设计形式和不同的教育水平上取得了进展。这项研究描述了一个在意大利大学药学院进行的试点项目,使用部分CLIL格式,因为这是该学院唯一接受的实验模型。术语部分CLIL和附属CLIL描述了不同程度的集成。由于这是第一次对药学项目的学生进行试验,主要关注的是了解他们将如何应对这种“创新”的方法。尽管高等教育中有大量关于CLIL的文献,但缺乏关于学生对该问题的看法的研究;似乎没有考虑到采用这种“新颖”方法的主要主人公。因此,本研究的目的是寻求学生对这一经历的声音——他们的思想和感受。学生的认知对未来的教学应用至关重要。采用混合方法收集数据,以增强数据的有效性(直接观察、焦点小组访谈,然后是调查问卷)。从定性和定量分析中收集的初步结果对高等教育中CLIL课程的组织做出了积极贡献。总的来说,研究结果揭示了积极的学生观点,但同时也鼓励教师和利益相关者思考如何为学生上CLIL课程做好准备,以及如何为未来的实施构建CLIL计划。参考本文(APA)/Para-citar este articolo(APA。药理学CLIL:为学生发声。《拉丁美洲内容与语言综合学习杂志》,13(2),313–338。https://doi.org/10.5294/laclil.2020.13.2.7Received:2020年4月24日接受:2020年8月10日发布:2020年1月13日
{"title":"CLIL in Pharmacology: Enabling Student Voice","authors":"S. Filice","doi":"10.5294/LACLIL.2020.13.2.7","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.7","url":null,"abstract":"Over the past decades, the integration of content and language in education has been gaining ground in different design formats and at various levels of education worldwide. This study describes a pilot project carried out at the School of Pharmacy of an Italian University, using a partial-CLIL format, as this was the only model accepted for experimentation by the School. The terms partial CLIL and adjunct CLIL describe different degrees of integration. Since this was the first trial with students from the Pharmacy program, the main concern was finding out how they would respond to such an “‘innovative” approach. Despite the plethora of literature available on CLIL in higher education, there is a lack of research regarding students’ views on the issue; no consideration seems to be given to the main protagonists who undergo this “novel” approach. Hence, the aim of the study was to seek students’ voice on the experience—their thoughts and feelings. Student perceptions are essential for future didactical applications. A mixed method approach to data collection was employed to give strong validity to the data (direct observation, focus group interview followed by a survey questionnaire). The preliminary findings gathered from the qualitative and quantitative analysis contribute positively to the organization of CLIL courses in higher education. Overall, the results reveal positive student views, but, at the same time, encourage reflections for teachers and stakeholders on how to prepare students for CLIL lessons and on structuring CLIL programs for future implementations.\u0000To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA)\u0000Filice, S. (2020). CLIL in pharmacology: Enabling student voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338. https://doi.org/10.5294/laclil.2020.13.2.7\u0000Received: 24/04/2020\u0000Accepted: 10/08/2020\u0000Published: 13/01/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"313-338"},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47819644","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}
Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.4
Andres Arias de la Cruz
This study aims at documenting the challenges that three Mexican students participating in a Content-Based Instruction (CBI) module from a Master’s (MA) program in English Language Teaching (ELT) face when writing content and language objectives for CBI lessons. Through qualitative research based on a content analysis design, one lesson plan of each MA student (n=3) was analyzed using criteria proposed by well-known researchers. Results revealed that MA students wrote clear content objectives. The major challenge of content objectives was found in the observability of these objectives. Language objectives were less successful, as most of them were rated as not clear. Moreover, language objectives focused almost exclusively on language skills and grammar and language structures. Finally, the verbs used in the language objectives demanded a low-order cognitive category from students. Despite being EFL trained teachers, these MA students had more challenges in writing language objectives than content objectives. Thus, material, examples, and directions provided to students should explicitly draw students’ attention to the most common challenges to help overcome them. Received: 23/07/2019 Accepted: 28/02/2020
{"title":"EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University","authors":"Andres Arias de la Cruz","doi":"10.5294/LACLIL.2020.13.2.4","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.4","url":null,"abstract":"This study aims at documenting the challenges that three Mexican students participating in a Content-Based Instruction (CBI) module from a Master’s (MA) program in English Language Teaching (ELT) face when writing content and language objectives for CBI lessons. Through qualitative research based on a content analysis design, one lesson plan of each MA student (n=3) was analyzed using criteria proposed by well-known researchers. Results revealed that MA students wrote clear content objectives. The major challenge of content objectives was found in the observability of these objectives. Language objectives were less successful, as most of them were rated as not clear. Moreover, language objectives focused almost exclusively on language skills and grammar and language structures. Finally, the verbs used in the language objectives demanded a low-order cognitive category from students. Despite being EFL trained teachers, these MA students had more challenges in writing language objectives than content objectives. Thus, material, examples, and directions provided to students should explicitly draw students’ attention to the most common challenges to help overcome them.\u0000Received: 23/07/2019\u0000Accepted: 28/02/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"215-240"},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456178","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}
Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.2
Keith M. Graham, S. Matthews, Zohreh R. Eslami
Uso de la literatura infantil para ensenar las 4 C de AICLE: una revision sistematica de los estudios de ingles como lengua extranjera Uso da literatura infantil no ensino das 4 C de CLIL: uma revisao sistematica dos estudos de ingles como lingua estrangeira This systematic review examines whether the use of children’s literature in EFL classrooms supports the 4Cs of CLIL—content, communication, cognition, and culture. Previous research has shown many benefits for using children’s literature in English-dominant classroom settings, but it seems little attention has been given to its use in EFL contexts and no attention in CLIL. This study utilizes a systematic search strategy to collect and synthesize current research on children’s literature use in EFL settings in order to better understand how children’s literature may impact EFL student learning and, specifically, examine whether its use can meet the 4Cs of CLIL. Records from four databases were screened for studies using children’s literature in EFL settings, resulting in the inclusion of 15 articles. The analysis of the articles reveals that current research shows evidence that the use of children’s literature can help facilitate student learning in content, communication, cognition, and culture. However, despite this clear connection to the goals of CLIL, investigations on children’s literature remain absent from CLIL research. We believe this research lends support for the use of children’s literature in the CLIL classroom and calls for more attention, both by practitioners and researchers, toward the use of children’s literature in CLIL classrooms. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Graham, K. M., Mathews, S. D., & Eslami, Z. R. (2020). Using children’s literature to teach the 4Cs of CLIL: A systematic review of EFL studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163–189. https://doi.org/10.5294/laclil.2020.13.2.2 Recibido: 19/10/2019 Aceptado: 21/03/2020
儿童文学的修订系统是指儿童文学在英语课堂上的使用是否支持儿童文学的4Cs——内容、交流、,认知和文化。先前的研究表明,在英语占主导地位的课堂环境中使用儿童文学有很多好处,但似乎很少关注它在EFL环境中的使用,也没有关注CLIL。本研究采用系统的搜索策略来收集和综合当前关于儿童文学在EFL环境中使用的研究,以更好地了解儿童文学如何影响EFL学生的学习,特别是检查其使用是否符合CLIL的4Cs。对四个数据库中的记录进行了筛选,以进行在EFL环境中使用儿童文学的研究,结果纳入了15篇文章。对文章的分析表明,目前的研究表明,使用儿童文学有助于促进学生在内容、沟通、认知和文化方面的学习。然而,尽管这与CLIL的目标有着明确的联系,但对儿童文学的调查仍然没有出现在CLIL的研究中。我们相信,这项研究支持了儿童文学在CLIL课堂中的使用,并呼吁从业者和研究人员更多地关注儿童文学在课堂中的应用。参考本文(APA)/Para-citar este articolo(APA,Para-citar este artigo)Graham,K.M.、Mathews,S.D.和Eslami,Z.R(2020)。利用儿童文学教授英语教学语言4级:对外语研究的系统回顾。《拉丁美洲内容与语言综合学习杂志》,13(2),163–189。https://doi.org/10.5294/laclil.2020.13.2.2Recibido:2019年10月19日截止日期:2020年3月21日
{"title":"Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies","authors":"Keith M. Graham, S. Matthews, Zohreh R. Eslami","doi":"10.5294/LACLIL.2020.13.2.2","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.2","url":null,"abstract":"Uso de la literatura infantil para ensenar las 4 C de AICLE: una revision sistematica de los estudios de ingles como lengua extranjera\u0000Uso da literatura infantil no ensino das 4 C de CLIL: uma revisao sistematica dos estudos de ingles como lingua estrangeira\u0000This systematic review examines whether the use of children’s literature in EFL classrooms supports the 4Cs of CLIL—content, communication, cognition, and culture. Previous research has shown many benefits for using children’s literature in English-dominant classroom settings, but it seems little attention has been given to its use in EFL contexts and no attention in CLIL. This study utilizes a systematic search strategy to collect and synthesize current research on children’s literature use in EFL settings in order to better understand how children’s literature may impact EFL student learning and, specifically, examine whether its use can meet the 4Cs of CLIL. Records from four databases were screened for studies using children’s literature in EFL settings, resulting in the inclusion of 15 articles. The analysis of the articles reveals that current research shows evidence that the use of children’s literature can help facilitate student learning in content, communication, cognition, and culture. However, despite this clear connection to the goals of CLIL, investigations on children’s literature remain absent from CLIL research. We believe this research lends support for the use of children’s literature in the CLIL classroom and calls for more attention, both by practitioners and researchers, toward the use of children’s literature in CLIL classrooms.\u0000To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA)\u0000Graham, K. M., Mathews, S. D., & Eslami, Z. R. (2020). Using children’s literature to teach the 4Cs of CLIL: A systematic review of EFL studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163–189. https://doi.org/10.5294/laclil.2020.13.2.2\u0000Recibido: 19/10/2019\u0000Aceptado: 21/03/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"163–189-163–189"},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46785391","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}
Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.1
Claudia Patricia Alvarez Ayure
The world continues to evolve, where globalization has been the driving factor behind changes in society, thereby creating challenges that could be seen as opportunities in education. Areas such as collaboration, teamwork along with intercultural awareness and communication are just a few of the areas that are being addressed in the educational arena amongst practitioners. Approaches such as Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) and English as a Medium of Instruction (EMI) have proven to be viable options for bi/multilingual educational environments across the globe. This editorial discusses research from four continents – the Americas, Asia, Europe, and the Middle East (The United States of America, Taiwan, Iran, Mexico, Turkey, Colombia, Puerto Rico, and Italy) – reporting on the diversity in integrating content and language in bi/multilingual teaching environments. Key issues such as children’s literature and CLIL, reading comprehension in English as a Foreign Language (EFL), language objectives in lesson plans and assessment in content-based instruction. Furthermore, EMI and the internationalization of higher education, teachers’, and students’ beliefs on the use of Spanish in an advanced English classroom and the implementation of CLIL in the field of pharmacology will also be discussed, where insights into how content and language are integrated at the different educational levels.
{"title":"Expanding the value of CLIL: Perspectives from primary to higher education","authors":"Claudia Patricia Alvarez Ayure","doi":"10.5294/LACLIL.2020.13.2.1","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.1","url":null,"abstract":"The world continues to evolve, where globalization has been the driving factor behind changes in society, thereby creating challenges that could be seen as opportunities in education. Areas such as collaboration, teamwork along with intercultural awareness and communication are just a few of the areas that are being addressed in the educational arena amongst practitioners. Approaches such as Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) and English as a Medium of Instruction (EMI) have proven to be viable options for bi/multilingual educational environments across the globe. This editorial discusses research from four continents – the Americas, Asia, Europe, and the Middle East (The United States of America, Taiwan, Iran, Mexico, Turkey, Colombia, Puerto Rico, and Italy) – reporting on the diversity in integrating content and language in bi/multilingual teaching environments.\u0000Key issues such as children’s literature and CLIL, reading comprehension in English as a Foreign Language (EFL), language objectives in lesson plans and assessment in content-based instruction. Furthermore, EMI and the internationalization of higher education, teachers’, and students’ beliefs on the use of Spanish in an advanced English classroom and the implementation of CLIL in the field of pharmacology will also be discussed, where insights into how content and language are integrated at the different educational levels.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"155-162"},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074055","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}
Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.5
Ali Işık
Considering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a tool for the integrated assessment of language and content. Data were obtained by a mixed-method research approach from 525 university freshman students and 17 English language teachers via questionnaires and follow-up interviews with the teachers and the students. The results indicated that both the students and the teachers developed positive attitudes towards the assessment component of content and language integrated learning. The assessment component was also found to be an adequate tool for the integrated assessment of content and language. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Isik, A. (2020). How effective is the assessment component of a customized CLIL program? Latin American Journal of Content & Language Integrated Learning, 13(2), 241-287. https://doi.org/10.5294/laclil.2020.13.2.5 Received: 23/03/2020 Approved: 13/07/2020
考虑到评估的关键作用,本研究旨在调查学生和教师对土耳其高等教育实施的英语作为外语课程中定制内容和语言综合学习的评估部分的态度。它还试图研究它作为综合评价语言和内容的工具的有效性。采用混合研究方法对525名大学新生和17名英语教师进行问卷调查和对教师和学生的随访访谈。结果表明,学生和教师都对内容和语言综合学习的评估部分持积极态度。评估部分也被认为是综合评估内容和语言的适当工具。参考本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA)Isik, A.(2020)。定制CLIL课程的评估部分效果如何?中文信息学报,2013(2),41- 41。https://doi.org/10.5294/laclil.2020.13.2.5Received: 23/03/2020批准:13/07/2020
{"title":"How Effective is the Assessment Component of a Customized CLIL Program?","authors":"Ali Işık","doi":"10.5294/LACLIL.2020.13.2.5","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.5","url":null,"abstract":"Considering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a tool for the integrated assessment of language and content. Data were obtained by a mixed-method research approach from 525 university freshman students and 17 English language teachers via questionnaires and follow-up interviews with the teachers and the students. The results indicated that both the students and the teachers developed positive attitudes towards the assessment component of content and language integrated learning. The assessment component was also found to be an adequate tool for the integrated assessment of content and language.\u0000To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA)\u0000Isik, A. (2020). How effective is the assessment component of a customized CLIL program? Latin American Journal of Content & Language Integrated Learning, 13(2), 241-287. https://doi.org/10.5294/laclil.2020.13.2.5\u0000Received: 23/03/2020\u0000Approved: 13/07/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"241-287"},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46893126","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}