Latin American Journal of Content & Language Integrated-LACLIL最新文献

{"title":"What is next for CLIL Professional Development?","authors":"Jermaine S. McDougald","doi":"10.5294/laclil.2019.12.2.1","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.2.1","url":null,"abstract":"?Que sigue para el desarrollo profesional en AICLE? O que vem agora para o desenvolvimento profissional em CLIL? To reference this editorial (APA) / Para citar esta editorial (APA) / Para citar este editorial (APA) McDougald, J. (2019). What is next for CLIL professional development? Latin American Journal of Content & Language Integrated Learning, 12(2), 197-206. https://doi.org/10.5294/laclil.2019.12.2.1","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"12 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44918488","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":"Establishing Teacher-Student Rapport in an English-Medium Instruction Class","authors":"Josefina C. Santana","doi":"10.5294/laclil.2019.12.2.4","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.2.4","url":null,"abstract":"La relacion maestro-alumno en una clase dictada en ingles como medio de instruccion A relacao professor-aluno em uma aula de ingles como meio de instrucao English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Santana, J. C. (2019). Establishing teacher-student rapport in an English medium instruction class. Latin American Journal of Content & Language Integrated Learning, 12(2), 265-291. https://doi.org/10.5294/laclil.2019.12.2.4 Received: 25/06/2019 Approved: 14/01/2020 Published: 11/05/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"12 1","pages":"265-291"},"PeriodicalIF":0.6,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/laclil.2019.12.2.4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44976315","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":"Feasibility of Introducing English as a Partial Medium of Instruction in Iranian Senior High Schools","authors":"Mohammad Reza Ghorbani","doi":"10.5294/laclil.2019.12.2.5","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.2.5","url":null,"abstract":"Viabilidad de introducir el ingles como medio parcial de instruccion en las escuelas secundarias iranies  Viabilidade de introduzir o ingles como meio parcial de ensino nas escolas secundarias iranianas The use of Content and Language Integrated Learning has been increasing in many European countries simultaneous to the use of English as a medium of instruction in the non-Anglophone countries due to globalization and internationalization. Since the 1979 revolution, discussion on English as a medium of instruction in the Iranian formal education has been a taboo. This study aims to figure out the possibilities of introducing English as a partial medium of instruction (EPMI) for mathematics and science at senior high schools. The convergent mixed methods design was used to collect perspectives of students, content area teachers, parents, and administrative staff in Bojnord through e-mail interviews and survey questionnaires. The majority of the interviewees in the qualitative phase as well as most of the students, parents, teachers, and administrative staff in the quantitative phase have supported the possible use of EPMI. The findings of this study suggest future considerations to assist language education authorities in taking decisions to overcome students’ language proficiency constraints while developing efficient and effective programs for CLIL. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Ghorbani, M. R. (2019). Feasibility of adopting English as a partial medium of instruction for mathematics and science subjects in Iranian senior high school. Latin American Journal of Content & Language Integrated Learning, 12(2), 292-320. https://doi.org/10.5294/laclil.2019.12.2.5 Received: 03/10/2019 Approved: 03/01/2020 Published: 11/05/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"12 1","pages":"292-320"},"PeriodicalIF":0.6,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/laclil.2019.12.2.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47328483","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":"Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives","authors":"Tzu-Ling Hua","doi":"10.5294/laclil.2019.12.2.6","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.2.6","url":null,"abstract":"Entender los desafios de aprendizaje de los estudiantes de asignaturas en ingles y formas de facilitar su aprendizaje: un estudio de caso de las perspectivas de estudiantes de psicologia de Taiwan Compreender os desafios da aprendizagem dos alunos de disciplinas em ingles e maneiras de facilitar seu aprendizado: um estudo de caso das perspectivas de estudantes de psicologia de Taiwan English-medium instruction (EMI) has become a global education phenomenon in recent decades, especially in higher education. However, its implementation is still facing criticism. On the one hand, learners are welcoming the envisaged benefits of preparing them with professional content knowledge and English language proficiency to compete in the new global economy; on the other hand, they are reluctant to take the courses because of the challenges and difficulties EMI creates. Meanwhile, EMI lecturers are concerned about students’ inability to survive, or better still thrive through EMI learning. EMI lecturers are experts in their professional domain but are not trained or prepared to teach EMI courses yet. This qualitative study examines the perception of first-year undergraduate students taking the EMI foundation psychology course in Taiwan, focusing on their perspectives of factors facilitating or hindering their EMI learning, and their suggestions for improving the situation. The results not only point out what kinds of teaching practices contribute to challenges for EMI learners in their learning process but also the underlying reasons and the pedagogy practice that students suggest can be used to improve the situation. Insights provided by this study can be used to assist EMI lecturers in examining their pedagogical practice and expand their knowledgeability about pedagogy. They can also be used as a way forward for assisting in the development of EMI teacher training and professional development, and the implementation of EMI. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Hua, T-L. (2019). Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives. Latin American Journal of Content & Language Integrated Learning, 12(2), 321-340. https://doi.org/10.5294/laclil.2019.12.2.6 Received: 22/09/2019 Approved: 20/02/2020 Published: 11/05/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"12 1","pages":"321-340"},"PeriodicalIF":0.6,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49389947","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":"Teacher Professional Development in Language-Driven CLIL: A Case Study","authors":"D. Banegas","doi":"10.5294/laclil.2019.12.2.3","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.2.3","url":null,"abstract":"El desarrollo profesional para AICLE enfocado en la lengua: un estudio de caso O desenvolvimento profissional no CLIL com foco no idioma: Um estudo de caso Teacher Professional Development in Language-Driven CLIL: A Case Study The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.  To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Banegas, D. L. (2019). Teacher professional development in language-driven CLIL: A case study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3 Received: 05/02/2019 Approved: 23/04/2019 Published: 11/05/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"12 1","pages":"242-264"},"PeriodicalIF":0.6,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/laclil.2019.12.2.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47507847","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":"The Effect of the Process-Based Approach on the Writing Skills of Bilingual Elementary Students","authors":"L. F. Sánchez, M. López-Pinzón","doi":"10.5294/laclil.2019.12.1.4","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.1.4","url":null,"abstract":"The objective of this action research study was to assess the impact of the Process-Based Approach (PBA) on the development of the writing skills of young students who are learning English as a Foreign Language. The participants included 12 third-grade students from a bilingual private school in Manizales, Caldas. Six workshops were implemented, guiding the students to write different texts in English by using the writing process stages and applying some writing strategies, such as planning, monitoring, and evaluating their own output. Instruments such as a teacher’s journal, a writing rubric, external observations, self-assessment protocols, and L2 writing pre- and post-tests were used to collect the data. The results suggest that the PBA was useful for enhancing the writing skills of young English learners. Additionally, the strategies applied during the process bettered third-grade students’ writing performance in aspects such as content, organization, conventions, vocabulary, and fluency. Finally, the data illustrated that the PBA and the writing strategies made students feel confident about writing, which, at the same time, contributed to the students’ self-efficacy in writing tasks.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"4 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77638579","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":"The Role of English Language for High-Achieving Mayan Students in the Yucatan Region, Mexico","authors":"Miguel Antonio Pat López, Pedro Antonio Sánchez Escobedo","doi":"10.5294/laclil.2019.12.1.3","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.1.3","url":null,"abstract":"The purpose of this research was to identify the role of the level of proficiency in the English language with high-performing third-year students in the Mayan area of Yucatán, near a tourist region called the Riviera Maya. The aim was also to explore the relationship between learning a second language and the subsequent overall improvement in the academic performance of students. These 114 high-achieving students were selected from 1177 students who had taken a standardized English test administered in seven middle schools in the region. Subsequently, individual interviews were conducted with the 21 students with the highest level of English and a focus group of ten students with low-level scores. The results showed an improvement in the English language, as well as its influence in reaching academic prowess in other subjects. This initial study indicated that the reinforcement of English language skills had broader benefits on other academic performance.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"18 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75322537","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":"New Pedagogies for Multilingual Education","authors":"Jermaine S. McDougald","doi":"10.5294/laclil.2019.12.1.1","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.1.1","url":null,"abstract":"To reference this editorial (APA) / Para citar este editorial (APA) / Para citar este editorial (APA) McDougald, J. (2019). New pedagogies for multilingual education. LACLIL, 12 (1), 9-17. DOI: https://doi.org/10.5294/laclil.2019.12.1.1","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"41 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75438048","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":"Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study","authors":"Rafael Cabezuelo Vivo, V. Pavón","doi":"10.5294/laclil.2019.12.1.2","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.1.2","url":null,"abstract":"The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"112 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78525715","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":"Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom","authors":"M. Vega, M. Moscoso","doi":"10.5294/laclil.2019.12.1.7","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.1.7","url":null,"abstract":"Content and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions have been raised regarding the varying conditions and contexts that need to be taken into consideration in order to ensure its effectiveness. This study aimed to analyze the outcome of switching from an English for Specific Purposes (ESP) program to a CLIL program in the fourth and fifth semesters of the School of Tourism at the University of Azuay. Study participants were randomly divided into two groups: a CLIL (experimental) and a non-CLIL group (control), where the former received CLIL instruction and the latter received ESP instruction for an average of five hours per week over a period of two consecutive semesters. The findings revealed no significant increases in language proficiency or differences in achievement between the two groups, thus suggesting that the starting language level of learners influenced the results of the CLIL program.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90111709","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}