Pub Date : 2019-11-11DOI: 10.5294/laclil.2019.12.1.6
Mahnaz Moayeri, Ramin Rahimiy
The present review article is intended to bring the significant issue of teachers’ reflective practice into the limelight by overviewing how this concept evolved through time and what it promises for successful teaching. The concept of teacher reflection, defined as teachers’ beliefs about their teaching practice, has been subjected to a number of criticisms regarding its instrumental nature, disregard of social justice, and a vague reinforcement of the existing ideologies instead of challenging beliefs. These critiques have been discussed in this article, and possible ways to overcome the challenges are highlighted. Furthermore, pieces of evidence from a number of previous research studies are reviewed, which highlight how practicing reflection enables teachers to become aware of both their individual development and the different dimensions of the education program. It is further discussed that teacher reflection can benefit from different research perspective attempting to solve the ambiguities blurring its significance.
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Pub Date : 2019-11-11DOI: 10.5294/laclil.2019.12.1.5
R. Edwards, María Daniela Holguín-Barrera, Ana Cristina Ortiz, M. Pérez
This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.
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Pub Date : 2019-04-10DOI: 10.5294/LACLIL.2018.11.2.6
Ana Otto
Evaluacion del lenguaje en aprendizaje integrado de contenidos y lenguas extranjeras: una revision de la literatura hacia un modelo funcional Avaliacao da linguagem em CLIL: uma revisao da literatura para um modelo funcional Assessment is one of the most contested topics in Content and Language Integrated Learning (CLIL) because of the duality between content and language, and the lack of official guidelines and research on this matter. Furthermore, as CLIL is an umbrella term portraying different realities, it is essential to consider the educational contexts in which this methodological approach is set. These various settings make each CLIL program unique concerning general aspects such as the educational level, the amount of exposure to the foreign language, the students’ age and level in the foreign language, and the different subjects being taught through it. The aim of this article is to discuss existing research on CLIL assessment and to offer a preliminary functional model for practitioners to deal with language issues. By analyzing the literature in a systematic way, the concepts of discrete and integrated assessment are revisited, and a closer look at the importance of considering students’ limited language proficiency and errors are also considered. It is hoped that the suggested functional model and the recommendations derived from it can serve as an aid to teachers in assessing language in a variety of CLIL subjects and contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Otto, A. (2018). Assessing language in CLIL: A review of the literature towards a functional model. LACLIL, 11 (2), 308-325. DOI: 10.5294/laclil.2018.11.2.6 Received: 23/11/2018 Approved: 18/02/2019
由于内容和语言的二元性，以及缺乏官方的指导和研究，语言综合学习(Content and Language Integrated Learning，简称CLIL)中最具争议的话题之一是语言综合学习(Content and Language Integrated Learning，简称CLIL)中的语言综合评价。此外，由于CLIL是描述不同现实的总括性术语，因此必须考虑设置这种方法方法的教育背景。这些不同的设置使得每个CLIL课程在一般方面都是独一无二的，比如教育水平、接触外语的数量、学生的年龄和外语水平，以及通过它教授的不同科目。本文的目的是讨论现有的CLIL评估研究，并为从业者处理语言问题提供一个初步的功能模型。通过系统地分析文献，重新审视了离散和综合评估的概念，并仔细研究了考虑学生有限的语言能力和错误的重要性。希望所提出的功能模型和由此产生的建议能够帮助教师在各种CLIL学科和语境中评估语言。参考本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Otto, A.(2018)。CLIL语言评估:功能模型的文献回顾。中华医学杂志，11(2)，308-325。收稿日期:23/11/2018批准日期:18/02/2019
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Pub Date : 2019-04-10DOI: 10.5294/LACLIL.2018.11.2.5
Ernesto Ferrando Llimós
La ensenanza de segundas lenguas mediante contenidos historicos: un modelo teorico-practico para el diseno de materiales con el enfoque AICLE O ensino de segundas linguas atraves de conteudos historicos: um modelo teorico-pratico para o design de materiais com a abordagem CLIL The implementation of policies on bilingual education, based on the Content and Language Integrated Learning (CLIL) approach and promoted by different European directives and numerous studies, is now a magnificent field for experimentation on the didactics of second languages through non-linguistic content, such as history. However, the multidisciplinary nature of this educational environment, with its own epistemological characteristics, presents an additional difficulty for content teachers who have to develop didactic materials that integrate both the didactics of content and the learning of second languages. Based on this consideration, this publication aims to articulate a methodological guide for the teacher, an epistemological framework that guides him in his development of teaching units in a CLIL environment. For this purpose, the factors that converge in the development of materials for the teaching of second languages through the subject of History from two points of view will be exposed. The first one concerns language, considering its linguistic levels, which would encompass both the discursive aspect of the historical text and its didactic transposition, and the second concerns content itself, where the current methodological assumptions of the didactics of history will be seen. The article closes with a series of practical proposals for the implementation of the theory exposed with the history of Spain as a theme, using Spanish as a foreign language. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Ferrando, E. (2018). La ensenanza de segundas lenguas mediante contenidos historicos: un modelo teorico-practico para el diseno de materiales con el enfoque AICLE. LACLIL, 11 (2), 275-307. DOI: 10.5294/laclil.2018.11.2.5 Received: 27/09/2018 Approved: 07/02/2019
第二阶段语言研究与历史背景的中介关系:第二阶段语言研究与历史背景的中介关系:第二阶段语言研究与历史背景的中介关系:基于内容和语言综合学习(CLIL)方法的双语教育政策的实施，在不同的欧洲指令和大量研究的推动下，现在是通过非语言内容(如历史)进行第二语言教学实验的一个宏伟领域。然而，这种教育环境的多学科性质及其自身的认识论特征，给内容教师带来了额外的困难，他们必须开发将内容教学和第二语言学习结合起来的教学材料。基于这一考虑，本出版物旨在为教师提供一个方法论指南，一个认识论框架，指导他在CLIL环境中开发教学单元。为此，本文将从两个角度探讨历史学科中第二语言教学材料开发过程中汇聚的因素。第一个是关于语言的，考虑到它的语言水平，它将包括历史文本的话语方面和它的教学换位，第二个是关于内容本身，在这里可以看到当前历史教学的方法论假设。文章最后以西班牙历史为主题，以西班牙语为外语，提出了一系列实践建议。引用本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Ferrando, E.(2018)。第二阶段的历史研究:关于材料问题的理论与实践的理论与实践。中国生物医学工程学报，11(2)，275-307。收稿日期:27/09/2018批准日期:07/02/2019
{"title":"La enseñanza de segundas lenguas mediante contenidos históricos: un modelo teórico-práctico para el diseño de materiales con el enfoque AICLE","authors":"Ernesto Ferrando Llimós","doi":"10.5294/LACLIL.2018.11.2.5","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.2.5","url":null,"abstract":"La ensenanza de segundas lenguas mediante contenidos historicos: un modelo teorico-practico para el diseno de materiales con el enfoque AICLE O ensino de segundas linguas atraves de conteudos historicos: um modelo teorico-pratico para o design de materiais com a abordagem CLIL The implementation of policies on bilingual education, based on the Content and Language Integrated Learning (CLIL) approach and promoted by different European directives and numerous studies, is now a magnificent field for experimentation on the didactics of second languages through non-linguistic content, such as history. However, the multidisciplinary nature of this educational environment, with its own epistemological characteristics, presents an additional difficulty for content teachers who have to develop didactic materials that integrate both the didactics of content and the learning of second languages. Based on this consideration, this publication aims to articulate a methodological guide for the teacher, an epistemological framework that guides him in his development of teaching units in a CLIL environment. For this purpose, the factors that converge in the development of materials for the teaching of second languages through the subject of History from two points of view will be exposed. The first one concerns language, considering its linguistic levels, which would encompass both the discursive aspect of the historical text and its didactic transposition, and the second concerns content itself, where the current methodological assumptions of the didactics of history will be seen. The article closes with a series of practical proposals for the implementation of the theory exposed with the history of Spain as a theme, using Spanish as a foreign language. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Ferrando, E. (2018). La ensenanza de segundas lenguas mediante contenidos historicos: un modelo teorico-practico para el diseno de materiales con el enfoque AICLE. LACLIL, 11 (2), 275-307. DOI: 10.5294/laclil.2018.11.2.5 Received: 27/09/2018 Approved: 07/02/2019","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"27 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81262102","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 : 2019-04-10DOI: 10.5294/LACLIL.2018.11.2.3
E. Mede, Senanur Çinar
Implementacion del aprendizaje integrado de contenidos y lenguas extranjeras y sus efectos sobre la motivacion de los estudiantes Implementacao de uma aprendizagem integrada de conteudos e linguas estrangeiras e seus efeitos na motivacao dos alunos The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English through this particular approach. The participants consisted of 19 intermediate level students and their instructor. To meet these objectives, the quantitative data were collected through pre- and post-motivation questionnaires whereas the qualitative data came from reflective journals kept by the two CLIL had a positive influence on the students’ motivation while learning English. In addition, the reflective journals suggested that both students and their instructor perceived CLIL as an engaging and functional instructional tool while teaching and learning English. CLIL also helped students to become more responsible for their own learning process. Finally, the two groups of participants shared the difficulties they experienced with this approach, such as timing, workload and speaking. Based on these findings, the study offers recommendations and implications about using CLIL in English classrooms. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Mede, E . & Cinar, S. (2018). Implementation of Content and Language Integrated Learning and its effects on student motivation. LACLIL, 11 (2), 215-235. DOI: 10.5294/laclil.2018.11.2.3 Received: 19/06/2018 Approved: 06/11/2018
在土耳其伊斯坦布尔的一所私立大学预科学校，本研究旨在探讨内容与语言整合学习(CLIL)对学生英语学习动机的影响。本研究还试图找出学生和他们的教师如何看待通过这种特殊的方法教和学英语。参与者包括19名中级水平的学生和他们的导师。为了达到这些目标，定量数据通过动机前和动机后问卷收集，定性数据来自两名CLIL学生保存的反思日志。此外，反思性日志表明，学生和他们的教师都认为CLIL是一种在教和学英语时具有吸引力和功能性的教学工具。CLIL还帮助学生对自己的学习过程更加负责。最后，两组参与者分享了他们在使用这种方法时遇到的困难，比如时间、工作量和演讲。基于这些发现，本研究提出了在英语课堂中使用CLIL的建议和启示。参考本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Mede, E。& Cinar, S.(2018)。内容与语言整合学习的实施及其对学生学习动机的影响。中华医学杂志，11(2)，215-235。收稿日期:19/06/2018批准日期:06/11/2018
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Pub Date : 2019-04-10DOI: 10.5294/LACLIL.2018.11.2.4
Wen-hsien Yang
Evaluacion de materiales de aprendizaje integrado de contenidos y lenguas extranjeras contextualizados a nivel de educacion superior Avaliacao de materiais de aprendizagem integrada de conteudos e linguas estrangeiras contextualizados a nivel de ensino superior The Content and Language Integrated Learning (CLIL) approach has been broadly adopted and extensively researched at different educational levels across European contexts. It is also becoming popular in Asian settings due to its dual focus on developing both language skills and content knowledge. It aims to empower learners with high mobility and employability in the globalized job market. However, successful implementation of CLIL in these countries has been difficult for various reasons, including lack of suitable CLIL-based curricular materials. This study reports how an English for Specific Purposes (ESP) teacher, who is also a CLIL practitioner, worked collaboratively with an English learner who has professional, industrial internship experience, to produce contextualized CLIL learning materials for tertiary education. It also examines to what extent the self-designed CLIL materials satisfy standards of good quality. In total, 47 English-major first-year students joined the study in a national polytechnic university in Taiwan. The results reveal that CLIL learners have a fairly high expectation of quality materials, and our design received 5%–25% lower agreement than the criteria. Moreover, learners’ gender, language proficiency and previous secondary school major were factors that affected how they perceive the criteria of quality and our own CLIL materials. This demonstrates complexities of designing CLIL-based curricular materials addressing learners’ individual differences (especially in terms of needs and expectations) in a polytechnic university with pedagogic implications. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Yang, W. (2018). Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level. LACLIL, 11 (2), 236-274. DOI: 10.5294/laclil.2018.11.2.4 Received: 11/09/2018 Apporved: 30/11/2018
内容与语言综合学习(CLIL)方法在欧洲各国的不同教育水平上得到了广泛采用和广泛研究。它在亚洲也越来越受欢迎，因为它的双重重点是培养语言技能和内容知识。它旨在增强学习者在全球化就业市场中的流动性和就业能力。然而，由于各种原因，包括缺乏合适的基于CLIL的课程材料，CLIL在这些国家的成功实施一直很困难。本研究报告了一名特殊用途英语(ESP)教师(同时也是CLIL实践者)如何与一名具有专业、工业实习经验的英语学习者合作，为高等教育制作情境化的CLIL学习材料。并考察了自行设计的CLIL材料在多大程度上满足良好的质量标准。共有47名英语专业的一年级学生参加了台湾一所国立理工大学的这项研究。结果表明，CLIL学习者对高质量材料的期望相当高，我们的设计获得的一致性比标准低5%-25%。此外，学习者的性别、语言能力和以前的中学专业是影响他们如何看待质量标准和我们自己的CLIL材料的因素。这表明在理工大学设计基于cll的课程材料的复杂性，以解决学习者的个体差异(特别是在需求和期望方面)，并具有教学意义。引用本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Yang, W.(2018)。评估情境化内容和语言综合学习材料在高等教育水平。中华医学杂志，11(2)，236-274。收稿日期:11/09/2018获批日期:30/11/2018
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Pub Date : 2019-04-10DOI: 10.5294/LACLIL.2018.11.2.1
Jermaine S. McDougald
Creacion de aulas “glocales” para promover la comunicacion Criacao de salas de aula “glocais” para promover a comunicacao With the globalization of human activities, it has become gradually more important to improve one’s ability to communicate in an additional language. Today, everyone needs to be able to successfully operate in an increasingly globalized world (Ke, 2015; Youssef, 2014), where new communication styles and cultural perspectives differ, allowing learners greater appreciation and understanding of cultural differences. These differences are key in helping learners adjust to various cultural scenarios that will arise throughout their lives. Thus, it is imperative that learners be prepared for the demands of working and living in an increasingly multicultural and interconnected world, and this preparation can be significantly improved by improving language learning and language instruction. By introducing learners to new cultures, historical perspectives, and ways of living and thinking, language classes (L1, L2, or L3) can offer a unique opportunity for creating “glocal” (global + local) classrooms, allowing learners to cross boarders within the confines of the educational institution... To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) McDougald, J. (2018). Creating “Glocal” Classrooms to Promote Communication. LACLIL , 11 (2), 185-192. DOI: 10.5294/laclil.2018.11.2.1
随着人类活动的全球化，提高一个人用另一种语言进行交流的能力变得越来越重要。今天，每个人都需要能够在日益全球化的世界中成功运作(Ke, 2015;Youssef, 2014)，其中新的沟通方式和文化视角不同，使学习者更好地欣赏和理解文化差异。这些差异是帮助学习者适应生活中出现的各种文化情景的关键。因此，学习者必须为在一个日益多元文化和相互联系的世界中工作和生活的需求做好准备，而通过提高语言学习和语言教学，这种准备可以得到显著改善。通过向学习者介绍新的文化、历史观点、生活方式和思维方式，语言课程(L1、L2或L3)可以提供一个独特的机会来创建“全球本地”(全球+本地)教室，允许学习者在教育机构的范围内跨越国界……引用本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) McDougald, J.(2018)。创建“全球本土化”教室促进交流。植物学报，11(2)，185-192。DOI: 10.5294 / laclil.2018.11.2.1
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Pub Date : 2019-04-09DOI: 10.5294/LACLIL.2018.11.2.2
Holly Hansen-Thomas, J. Langman, Tiffany Farias Sokoloski
El rol de los objetivos de lenguaje: fortaleciendo la conciencia linguistica de los maestros de matematicas y ciencias con los bilingues emergentes en las clases secundarias O papel dos objetivos da linguagem: fortalecer a consciencia linguistica dos professores de matematica e ciencias com os bilingues emergentes nas aulas secundarias This study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore’s theory on learning: making teaching visible in order to develop the students’ thinking. In the contexts of training both before and after service, a study was conducted on how secondary-science and math teachers contextualize their own teaching according to Emergent Bilinguals (EBs) by using interviews and focus group discussions. Findings reveal that teachers gradually develop an increased sense of importance of language objectives over time. The strengths and challenges highlighted through the study show the need for increased teacher training in the area of teacher language awareness (TLA). So far, the predominance of TLA in the classrooms has been on language, rather than content. Based on the current analysis of how content teachers define and employ language objectives in their teaching, this study proposes a few ways to provide math and science teachers with tools for incorporating language into everyday teaching practices. The present study further supports the call for attention on the needs of all content teachers who work with EBs on training in language awareness. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Hansen-Thomas, H. , Langman, J. , & Farias, T. (2018). The role of language objectives: Strengthening math and science teachers’ language awareness with emergent bilinguals in secondary classrooms. LACLIL, 11 (2), 193-214. DOI: 10.5294/laclil.2018.11.2.2 Received: 22/10/2018 Approved: 13/02/2019
本研究的重点是与非语言内容领域相关的良好教学实践的语言学基础，特别是与语言目标相关的非语言内容领域;它采用了萨普和加利莫尔的学习理论:使教学可视化，以发展学生的思维。在服务前后培训的背景下，采用访谈和焦点小组讨论的方法，研究了中学科学和数学教师如何根据新兴双语(EBs)将自己的教学情境化。研究结果显示，随着时间的推移，教师逐渐培养出语言目标的重要性。研究强调的优势和挑战表明，需要加强教师语言意识领域的教师培训。到目前为止，TLA在课堂上的优势在于语言，而不是内容。基于目前对内容教师如何在教学中定义和使用语言目标的分析，本研究提出了一些方法，为数学和科学教师提供将语言融入日常教学实践的工具。本研究进一步支持了关注所有与EBs合作的内容教师在语言意识培训方面的需求的呼吁。引用本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Hansen-Thomas, H.， Langman, J.， & Farias, T.(2018)。语言目标的作用:在中学课堂中加强数学和科学教师对新兴双语者的语言意识。中华医学杂志，11(2)，193-214。收稿日期:22/10/2018批准日期:13/02/2019
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Pub Date : 2018-09-07DOI: 10.5294/LACLIL.2018.11.1.6
Lucía Bellés-Calvera
Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.
在过去几年中，特别是在欧洲，人们对几种语言的教学和学习越来越感兴趣，试图创造多语言教育机会。内容为基础的教学(Content- based Instruction, CBI)是一种将课程内容的学习与目标语言的交际能力相结合的教学方法，也被称为“浸入式教学”和“内容与语言综合学习”(CLIL)课程。本研究在西班牙语双语社区的一所公立高中进行，在英语课堂上通过CLIL方法教授音乐。本文的目的是考察学生如何评价他们的英语音乐课程，并检查英语音乐教学的充分性。为了实现这一目标，设计了适合他们熟练程度的材料和最终问卷。结果表明，学生们对这个建议很满意，因为他们认为这些音乐课程比常规课程更容易。他们不仅喜欢在这些音乐课上接触英语，而且相当多的学生也想在不久的将来参加CLIL课程。这种CBI模式的教学意义解释了学习者自主性的发展、视听辅助工具的使用以及海外双语和多语地区的进一步研究。
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Pub Date : 2018-09-07DOI: 10.5294/LACLIL.2018.11.1.4
Juanita Argudo, M. Abad, Tammy Fajardo-Dack, P. Cabrera
The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Thinking Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.
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