Pub Date : 2021-01-14DOI: 10.5294/LACLIL.2020.13.2.6
Vanessa Mari, Kevin S Carroll
This paper documents English teachers’ and advanced English students’ perspectives on the use of Spanish in the English classroom in Puerto Rico. Using qualitative data collection methods such as interviews and focus group data, the researchers document the ways that many English teachers on the island justify their use of Spanish in the English classroom as they work to make their teaching more comprehensible. Nevertheless, the advanced students from both public and private schools who participated in this study offer a note of caution regarding the use of too much Spanish in the English classroom. Ultimately, findings suggest that many English teachers consciously or unconsciously adopt a translanguaging approach that needs to be assessed critically depending on the language proficiency and confidence of the students in their classrooms.
{"title":"Puerto Rican Teachers’ and Students’ Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students","authors":"Vanessa Mari, Kevin S Carroll","doi":"10.5294/LACLIL.2020.13.2.6","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.6","url":null,"abstract":"This paper documents English teachers’ and advanced English students’ perspectives on the use of Spanish in the English classroom in Puerto Rico. Using qualitative data collection methods such as interviews and focus group data, the researchers document the ways that many English teachers on the island justify their use of Spanish in the English classroom as they work to make their teaching more comprehensible. Nevertheless, the advanced students from both public and private schools who participated in this study offer a note of caution regarding the use of too much Spanish in the English classroom. Ultimately, findings suggest that many English teachers consciously or unconsciously adopt a translanguaging approach that needs to be assessed critically depending on the language proficiency and confidence of the students in their classrooms.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"7 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71158042","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 : 2020-08-28DOI: 10.5294/laclil.2020.13.1
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Pub Date : 2020-08-28DOI: 10.5294/laclil.2020.13.1.7
J. Sowell, Larry Sugisaki
Exploracion de la experiencia de los profesores de ingles como lengua extranjera con formacion en dificultades de aprendizaje Exploracao da experiencia dos professores de ingles como lingua estrangeira com treinamento em dificuldades de aprendizagem Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Sowell, J. & Sugisaki, L. (2020). An exploration of EFL teachers’ experience with learning disability training. Latin American Journal of Content & Language Integrated Learning, 13(1), 114-134. https://doi.org/10.5294/laclil.2020.13.1.7 Received: 26/09/2019 Accepted: 18/02/2020 Published: 28/08/2020
单一语言教授的经验探索与语言障碍的形成有关。大约10%的学习者有某种学习障碍。这意味着所有的英语教师都会遇到有学习障碍的学生，并且可能在每节课上遇到有学习困难的学生。研究表明，不同国家在识别和适应学习障碍方面拥有不同程度的基础设施。然而，关于英语作为外语（EFL）环境中的英语教师接受学习障碍培训的程度，很少有研究进行。这项研究有三个目标：首先，确定研究参与者（均为英语教师）是否接受过识别和容纳学习障碍学生的培训；第二，在接受过培训的教师中，具体了解他们接受过的培训类型；最后，了解培训是否有助于这些教师培养帮助有学习障碍的学生的能力。这些数据是通过对过去和现在的英语教师的调查收集的。总体而言，调查结果显示，大多数接受调查的英语教师几乎没有接受过适应学习障碍的培训，大多数人表示，他们对帮助有学习障碍的学生没有信心。这项研究的建议包括在管理人员和教师中提高识别和适应英语环境中学习障碍的意识，并建议英语教师独立提高对学习障碍的认识。参考本文（APA）/Para-citar este articolo（APA。外语教师学习障碍培训经验探究。《拉丁美洲内容与语言综合学习杂志》，13（1），114-134。https://doi.org/10.5294/laclil.2020.13.1.7接收日期：2019年9月26日接受日期：2020年2月18日发布日期：2020
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Pub Date : 2020-08-28DOI: 10.5294/laclil.2020.13.1.1
R. David, Caroline Torres
Conceptualizacion del cambio: una propuesta de cambio en el discurso global en torno a la discapacidad en la ensenanza de idiomas Conceptualizacao da mudanca: uma proposta de mudanca no discurso global em torno da deficiencia no ensino de linguas This editorial proposes a conceptual and instructional shift surrounding educating English learners with disabilities. Individuals with disabilities are the largest minority group in the world, yet in many classrooms across the world, they often lack the opportunities and support needed to be successful. This is especially apparent in English as a second or foreign language classrooms, where students with disabilities need first to be included and then provided with structured and systematic supports to be successful. We suggest that an initial shift in the way that we think about disability is a necessary first step. This can then be supported by using Universal Design for Learning as a framework to reduce barriers in instruction and increase access and success for English learners. This editorial also introduces five articles, which aim to further the discourse and understanding of how to support individuals with disabilities learning English across countries and contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) David, R. D. & Torres, C. (2020). Conceptualizing change: A proposed shift in global discourse surrounding disability in language teaching. Latin American Journal of Content & Language Integrated Learning, 13(1), 9-25. https://doi.org/10.5294/laclil.2020.13.1.1 Published: 28/08/2020
坎比奥的概念：坎比奥在全球范围内的讨论提出了一个关于白痴教育的概念：这篇社论提出了一种围绕教育残疾英语学习者的概念和教学转变。残疾人是世界上最大的少数群体，但在世界各地的许多课堂上，他们往往缺乏成功所需的机会和支持。这一点在英语作为第二语言或外语课堂上尤为明显，在那里，残疾学生首先需要被包括在内，然后得到结构化和系统的支持才能取得成功。我们建议，我们看待残疾问题的方式的初步转变是必要的第一步。这可以通过使用通用学习设计作为一个框架来支持，以减少教学障碍，增加英语学习者的机会和成功。这篇社论还介绍了五篇文章，旨在进一步探讨和理解如何支持残疾人在不同国家和背景下学习英语。参考本文（APA）/Para-citar este articolo（APA。概念化变革：语言教学中围绕残疾的全球话语的拟议转变。《拉丁美洲内容与语言综合学习杂志》，13（1），9-25。https://doi.org/10.5294/laclil.2020.13.1.1发布时间：2020年8月28日
{"title":"Conceptualizing Change: A proposed Shift in Global Discourse Surrounding Disability in Language Teaching","authors":"R. David, Caroline Torres","doi":"10.5294/laclil.2020.13.1.1","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.1","url":null,"abstract":"Conceptualizacion del cambio: una propuesta de cambio en el discurso global en torno a la discapacidad en la ensenanza de idiomas Conceptualizacao da mudanca: uma proposta de mudanca no discurso global em torno da deficiencia no ensino de linguas This editorial proposes a conceptual and instructional shift surrounding educating English learners with disabilities. Individuals with disabilities are the largest minority group in the world, yet in many classrooms across the world, they often lack the opportunities and support needed to be successful. This is especially apparent in English as a second or foreign language classrooms, where students with disabilities need first to be included and then provided with structured and systematic supports to be successful. We suggest that an initial shift in the way that we think about disability is a necessary first step. This can then be supported by using Universal Design for Learning as a framework to reduce barriers in instruction and increase access and success for English learners. This editorial also introduces five articles, which aim to further the discourse and understanding of how to support individuals with disabilities learning English across countries and contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) David, R. D. & Torres, C. (2020). Conceptualizing change: A proposed shift in global discourse surrounding disability in language teaching. Latin American Journal of Content & Language Integrated Learning, 13(1), 9-25. https://doi.org/10.5294/laclil.2020.13.1.1 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46333879","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 : 2020-08-28DOI: 10.5294/laclil.2020.13.1.3
Solange A. Lopes-Murphy
Tension entre el ingles como segunda lengua y los servicios de educacion especial para bilingues emergentes con discapacidades Tensao entre o ingles como segunda lingua e os servicos de educacao especial para bilingues emergentes com deficiencias The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Lopes-Murphy, S. A. (2020). Contention between English as a second language and special education services for emergent bilinguals with disabilities. Latin American Journal of Content & Language Integrated Learning, 13 (1), 43-56. https://doi.org/10.5294/laclil.2020.13.1.3 Received: 29/09/2019 Accepted: 18/02/2020 Published: 28/08/2020
教育服务的紧张关系，特别是对紧急双语者的教育服务。人们普遍认为，残疾相关服务必须优先于英语作为第二语言服务，这表明迫切需要培养学校专业人员的理解，即这些学习者除了接受特殊教育服务外，还需要大力支持他们发展第二语言能力。公立学校中新兴的双语和多语学生的稳步增长，也就是说，学生们将英语作为一种新语言来学习，需要训练有素的从业者能够满足这些学生多样化的语言、学术、文化、情感和智力需求。这一群体在学习一门新语言方面面临的典型挑战往往被歪曲、忽视，或导致他们参加针对真正残疾学生的项目。然而，当新出现的双语者被合法地转介到特殊教育时，他们的残疾相关需求优先于英语作为第二语言的相关需求，这并不罕见，他们最终得不到发展新语言社交和学术技能所需的支持。这篇综述文章旨在促使人们反思在美国公立学校环境中为紧急双语和多语残疾人提供的服务类型。参考这篇文章（APA）/Para citar este articulo（APA。英语作为第二语言与为新出现的残疾双语者提供特殊教育服务之间的争论。拉丁美洲内容与语言综合学习杂志，13（1），43-56。https://doi.org/10.5294/laclil.2020.13.1.3接收日期：2019年9月29日接受日期：2020年2月18日发布日期：2020
{"title":"Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities","authors":"Solange A. Lopes-Murphy","doi":"10.5294/laclil.2020.13.1.3","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.3","url":null,"abstract":"Tension entre el ingles como segunda lengua y los servicios de educacion especial para bilingues emergentes con discapacidades Tensao entre o ingles como segunda lingua e os servicos de educacao especial para bilingues emergentes com deficiencias The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Lopes-Murphy, S. A. (2020). Contention between English as a second language and special education services for emergent bilinguals with disabilities. Latin American Journal of Content & Language Integrated Learning, 13 (1), 43-56. https://doi.org/10.5294/laclil.2020.13.1.3 Received: 29/09/2019 Accepted: 18/02/2020 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"43-56"},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46776311","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 : 2020-08-28DOI: 10.5294/laclil.2020.13.1.5
Thomas A. Delaney, Maiko Hata
Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”
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Pub Date : 2020-08-28DOI: 10.5294/laclil.2020.13.1.4
James Carpenter
Educacion EFL para personas con discapacidad visual en Japon: datos de cinco entrevistas Educacao EFL para deficientes visuais no Japao: dados de cinco entrevistas The educational research literature has promoted integrating students with disabilities into mainstream classrooms since the 1970s. In 2007, the Japanese government amended the School Educational Law, which has increased the number of educational opportunities available to students with disabilities. At the same time, the Japanese education system is, increasingly, following the global trend of promoting English as a foreign language (EFL) education at every level of the education system. There are approximately 1.64 million visually impaired people in Japan. Of these, an estimated 187,800 are blind. Even as the disability rights movement in Japan advances its agenda of barrier-free access, the processes through which blind students learn (and can be taught) foreign languages has not been well described within the broader educational community. In this paper, I will present the results of an interview study conducted with student and teacher participants at a school for the visually impaired in Japan. In this study, I sought to address two research foci: 1) what best practices can support teachers in conducting classes with visually impaired students; and 2) how visually impaired students relate to and engage with their EFL classes. Through my analysis of the interview data, I identified three core themes: a) the importance of targeted needs analysis; b) the centrality of braille for equity and access; and c) a tension between traditional educational support systems for visually impaired students in Japan, and what contemporary students increasingly need. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Carpenter, J. (2020). EFL Education for the Visually Impaired in Japan: Data from Five Interviews. Latin American Journal of Content & Language Integrated Learning, 13 (1), 57-78. https://doi.org/10.5294/laclil.2020.13.1.4 Received: 08/10/2019 Accepted: 18/02/2020 Published: 28/08/2020
自20世纪70年代以来，教育研究文献一直提倡将残疾学生融入主流课堂。2007年，日本政府修改了《学校教育法》，增加了残疾学生的教育机会。与此同时，日本的教育系统也越来越多地跟随全球趋势，在教育系统的各个层面推广英语作为外语(EFL)教育。日本大约有164万视力受损的人。其中，估计有187,800人是盲人。尽管日本的残疾人权利运动推进了无障碍访问的议程，但在更广泛的教育界，盲人学生学习(和被教授)外语的过程并没有得到很好的描述。在本文中，我将介绍一项对日本一所视障学校的学生和教师参与者进行的访谈研究的结果。在这项研究中，我试图解决两个研究焦点:1)哪些最佳实践可以支持教师为视障学生授课;2)视障学生如何与他们的英语课程建立联系并参与其中。通过对访谈数据的分析，我确定了三个核心主题:a)目标需求分析的重要性;B)盲文在公平和无障碍方面的中心地位;c)日本为视障学生提供的传统教育支持系统与当代学生日益增长的需求之间的紧张关系。参考本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Carpenter, J.(2020)。日本视障人士的英语教育:来自五次访谈的数据。中文信息学报，2013(1)，57-78。https://doi.org/10.5294/laclil.2020.13.1.4收稿日期:08/10/2019收稿日期:18/02/2020发布日期:28/08/2020
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Pub Date : 2020-08-28DOI: 10.5294/laclil.2020.13.1.2
D. Young
Guia para sistematizar el apoyo a estudiantes con dificultades en EFL postsecundaria Guia para sistematizar o apoio a estudantes com dificuldades em EFL no ensino superior Despite the ubiquitous presence of students with disabilities (SWDs) enrolled in institutes of higher education around the world, English as a Foreign Language (EFL) programs are often underequipped to provide them with appropriate and effective disability services and inclusive instruction. Given the general uncertainty among EFL professionals of how to provide such services and instruction, and considering that postsecondary EFL learning environments can differ considerably from context to context, it may be useful for language program leaders to create context-specific support systems to serve SWDs enrolled in their courses. The present paper provides a set of practical guidelines for establishing an institutional or departmental policy and procedure for ensuring a continuum of services to SWDs in contexts where such measures do not already exist, as is the case in many postsecondary EFL learning environments around the world. These guidelines are presented as a set of eight steps in a suggested sequence of execution: identify existing policies or create new ones, identify and determine the availability of resources, identify and remove barriers in the learning environment, assign clear roles and responsibilities for leadership, create a framework for service delivery, include a provision for post-implementation evaluation, offer opportunities for professional growth and creation of expertise, and share best practices with practitioners in other contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Young, D. (2020). Guide to systematizing support for students with disabilities in postsecondary EFL. Latin American Journal of Content & Language Integrated Learning , 13(1), 26-42. https://doi.org/10.5294/laclil.2020.13.1.2 Received: 29/09/2019 Accepted: 18/02/2020 Published: 28/08/2020
尽管在世界各地的高等教育机构中，残疾学生(SWDs)随处可见，但英语作为外语(EFL)课程往往无法为他们提供适当有效的残疾服务和包容性教学。考虑到英语专业人士对如何提供此类服务和指导的普遍不确定性，以及考虑到中学后的英语学习环境可能因环境而异，语言项目负责人创建特定于环境的支持系统来为参加课程的社工提供服务可能是有用的。本文提供了一套实用的指导方针，以建立机构或部门的政策和程序，确保在没有这些措施的情况下，如世界上许多高等教育英语学习环境的情况下，为社会福利人士提供持续的服务。这些指导方针在建议的执行顺序中以一组八个步骤的形式呈现:识别现有政策或创建新政策，识别和确定资源的可用性，识别和消除学习环境中的障碍，为领导分配明确的角色和责任，创建服务提供框架，包括实施后评估的规定，提供专业成长和创造专业知识的机会，并与其他情况下的从业者分享最佳实践。参考本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Young, D.(2020)。对残障学生在中学后英语学习中的系统化支持指南。中文信息学报，2013(1)，26-42。https://doi.org/10.5294/laclil.2020.13.1.2收稿日期:29/09/2019收稿日期:18/02/2020发布日期:28/08/2020
{"title":"Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL","authors":"D. Young","doi":"10.5294/laclil.2020.13.1.2","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.2","url":null,"abstract":"Guia para sistematizar el apoyo a estudiantes con dificultades en EFL postsecundaria Guia para sistematizar o apoio a estudantes com dificuldades em EFL no ensino superior Despite the ubiquitous presence of students with disabilities (SWDs) enrolled in institutes of higher education around the world, English as a Foreign Language (EFL) programs are often underequipped to provide them with appropriate and effective disability services and inclusive instruction. Given the general uncertainty among EFL professionals of how to provide such services and instruction, and considering that postsecondary EFL learning environments can differ considerably from context to context, it may be useful for language program leaders to create context-specific support systems to serve SWDs enrolled in their courses. The present paper provides a set of practical guidelines for establishing an institutional or departmental policy and procedure for ensuring a continuum of services to SWDs in contexts where such measures do not already exist, as is the case in many postsecondary EFL learning environments around the world. These guidelines are presented as a set of eight steps in a suggested sequence of execution: identify existing policies or create new ones, identify and determine the availability of resources, identify and remove barriers in the learning environment, assign clear roles and responsibilities for leadership, create a framework for service delivery, include a provision for post-implementation evaluation, offer opportunities for professional growth and creation of expertise, and share best practices with practitioners in other contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Young, D. (2020). Guide to systematizing support for students with disabilities in postsecondary EFL. Latin American Journal of Content & Language Integrated Learning , 13(1), 26-42. https://doi.org/10.5294/laclil.2020.13.1.2 Received: 29/09/2019 Accepted: 18/02/2020 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"26-42"},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/laclil.2020.13.1.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71158327","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 : 2020-08-28DOI: 10.5294/laclil.2020.13.1.6
Matthias Maunsell
Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia.
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Pub Date : 2020-05-11DOI: 10.5294/laclil.2019.12.2.2
Magdalena Custodio-Espinar
Factores que influyen en la competencia docente para programar lecciones AICLE Fatores que influenciam a competencia de ensino para programar aulas CLIL In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Custodio-Espinar, M. (2019). Influencing factors on in-service teachers’ competence in planning CLIL. Latin American Journal of Content & Language Integrated Learning, 12(2), 207-241. https://doi.org/10.5294/laclil.2019.12.2.2 Received: 06/09/2019 Approved: 10/01/2020 Published: 11/05/2020
尽管设计和提供适当的内容和语言综合学习(CLIL)课程需要多种能力，但教师的语言熟练程度是西班牙CLIL教师认证所考虑的主要能力。然而，教师策划CLIL课程的能力是双语教育的关键。本文探讨了这种能力，并报告了影响CLIL方法原则在中小学教师教案风格中整合水平的几个因素。以383名在职CLIL教师为样本，研究了教育阶段、课程科目、教师教育、在校地位、教学年限和学校类型等因素。结果显示，除了教育阶段(小学-中学)和学校类型(公立-半私立)之外，所有研究因素都有统计学上的显著差异。这些结果揭示了样本中的高度异质性，这允许根据影响他们计划和提供CLIL课程能力的因素描述CLIL教师概况。结论是，为了使教师的能力更均匀，在CLIL能力方面的教育和培训，如规划CLIL课程，也是必要的。因此，建议对学术课程和认证模式进行审查，以确保它们包括中英语言教学的规范教育和培训，因为双语课程的质量和可持续性也取决于教师在中英语言教学中的能力，而不仅仅取决于学生的学业成绩。参考本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Custodio-Espinar, M.(2019)。影响在职教师CLIL策划能力的因素。中文信息学报，12(2)，207-241。https://doi.org/10.5294/laclil.2019.12.2.2收稿日期:06/09/2019批准日期:10/01/2020发布日期:11/05/2020
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