Pub Date : 2018-09-07DOI: 10.5294/LACLIL.2018.11.1.5
M. Reitbauer, U. Fürstenberg, P. Kletzenbauer, Karoline Marko
The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in “hard” versions of CLIL. Raising teachers’ awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL.
{"title":"Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration","authors":"M. Reitbauer, U. Fürstenberg, P. Kletzenbauer, Karoline Marko","doi":"10.5294/LACLIL.2018.11.1.5","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.1.5","url":null,"abstract":"The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in “hard” versions of CLIL. Raising teachers’ awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"67 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78813755","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 : 2018-09-07DOI: 10.5294/LACLIL.2018.11.1.3
Gema Alcaraz-Mármol
Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.
{"title":"Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain","authors":"Gema Alcaraz-Mármol","doi":"10.5294/LACLIL.2018.11.1.3","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.1.3","url":null,"abstract":"Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"108 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78407626","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 : 2018-09-07DOI: 10.5294/LACLIL.2018.11.1.7
Maria Cristina Sarasa, L. Porta
This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant’s identity story. Results first display thematizations of identity strands in these narratives involving emotions—love, desire, imagination, and fluidity. Next, participants’ negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.
{"title":"Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program","authors":"Maria Cristina Sarasa, L. Porta","doi":"10.5294/LACLIL.2018.11.1.7","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.1.7","url":null,"abstract":"This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant’s identity story. Results first display thematizations of identity strands in these narratives involving emotions—love, desire, imagination, and fluidity. Next, participants’ negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"32 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72743322","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 : 2018-09-07DOI: 10.5294/LACLIL.2018.11.1.1
Jermaine S. McDougald
{"title":"CLIL across the Curriculum, benefits that go beyond the classroom","authors":"Jermaine S. McDougald","doi":"10.5294/LACLIL.2018.11.1.1","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.1.1","url":null,"abstract":"","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"35 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76530356","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 : 2018-09-07DOI: 10.5294/LACLIL.2018.11.1.2
Keith M. Graham, Yunkyeong Choi, A. Davoodi, S. Razmeh, L. Dixon
Around the world, language teachers are shifting to content-based instruction (CBI) as a way to teach English, most commonly in the form of Content and Language Integrated Learning (CLIL) or English-Medium Instruction (EMI). With the spread of CBI around the world, it is important to understand how this shift in teaching has affected student outcomes. Using a systematic literature review approach, this study examines current literature on the effect of CBI on language and content outcomes. Twenty-five articles met the inclusion criteria for this study and were examined. The results show mixed findings on the effectiveness of CBI on student outcomes, with the majority of studies showing either positive or neutral effects for CBI when compared with non-CBI classrooms. However, the study also reveals multiple methodological issues that cause difficulties for any strong conclusions about CBI to be made. In addition, while CLIL in Spain has received a lot of research attention, other countries remain understudied. Therefore, this study concludes with a call for future research of CBI outcomes that examine a variety of countries and account for the methodological flaws identified.
{"title":"Language and Content Outcomes of CLIL and EMI: A Systematic Review","authors":"Keith M. Graham, Yunkyeong Choi, A. Davoodi, S. Razmeh, L. Dixon","doi":"10.5294/LACLIL.2018.11.1.2","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.1.2","url":null,"abstract":"Around the world, language teachers are shifting to content-based instruction (CBI) as a way to teach English, most commonly in the form of Content and Language Integrated Learning (CLIL) or English-Medium Instruction (EMI). With the spread of CBI around the world, it is important to understand how this shift in teaching has affected student outcomes. Using a systematic literature review approach, this study examines current literature on the effect of CBI on language and content outcomes. Twenty-five articles met the inclusion criteria for this study and were examined. The results show mixed findings on the effectiveness of CBI on student outcomes, with the majority of studies showing either positive or neutral effects for CBI when compared with non-CBI classrooms. However, the study also reveals multiple methodological issues that cause difficulties for any strong conclusions about CBI to be made. In addition, while CLIL in Spain has received a lot of research attention, other countries remain understudied. Therefore, this study concludes with a call for future research of CBI outcomes that examine a variety of countries and account for the methodological flaws identified.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"75 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79197567","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 : 2018-06-20DOI: 10.5294/laclil.2017.10.2.6
César Augusto García-Herreros Machado
This review presents an immersion model based on the ideas of Richard-Amato regarding task-based approach, and how it was adapted to Wiggin’s Understanding by Design and 21st Century skills frameworks. This combination has nurtured and helped the immersion model to arise, where the content and language areas are responsible for the cognitive and communicative development in a learner. The institution recognizes itself as an alternative educational solution for its students, and periodically revises its policies to meet the needs that can emerge in their community. Thus, the immersion model applied in the institution has emerged as a flexible, yet well-grounded and solid program that aims to make the most of the content in different areas to help students develop their foreign language skills in English.
{"title":"The Road to Bilingualism - Success Cases","authors":"César Augusto García-Herreros Machado","doi":"10.5294/laclil.2017.10.2.6","DOIUrl":"https://doi.org/10.5294/laclil.2017.10.2.6","url":null,"abstract":"This review presents an immersion model based on the ideas of Richard-Amato regarding task-based approach, and how it was adapted to Wiggin’s Understanding by Design and 21st Century skills frameworks. This combination has nurtured and helped the immersion model to arise, where the content and language areas are responsible for the cognitive and communicative development in a learner. The institution recognizes itself as an alternative educational solution for its students, and periodically revises its policies to meet the needs that can emerge in their community. Thus, the immersion model applied in the institution has emerged as a flexible, yet well-grounded and solid program that aims to make the most of the content in different areas to help students develop their foreign language skills in English.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71158468","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 : 2018-06-20DOI: 10.5294/LACLIL.2017.10.2.2
Stephanie Ohlberger, Claas Wegner
In recent years, the issue of using bilingual education has come to the public’s attention. A widespread belief is that students in bilingual classes achieve a higher competence in the language, but that they lag behind in subject-specific knowledge when compared to fellow students in traditional (i.e. monolingual) classroom settings. Nevertheless, by evaluating knowledge gain in a short teaching unit, previous studies have shown that bilingual students rarely experience drawbacks. Although there are a variety of different opinions, the present study aims at detecting how subject-specific knowledge is influenced by bilingual biology lessons. The study was conducted at a grammar school in North Rhine-Westphalia, Germany, with 13- and 14-year-old students. To assess differences in students’ knowledge gain, test and control groups were used, in which students were taught 12 identical biology lessons in a bilingual and a traditional classroom. The unit consisted of basic characteristics seen in (social) insects. Both classes took a knowledge test before and after the unit. We hypothesised that there would be a higher increase in knowledge for the bilingual class compared to the monolingual class. Results suggested a slightly higher knowledge gain in bilingual students, but no significant differences were revealed.
{"title":"Measuring the Knowledge Increase of Eight Grade Students in a Bilingual Biology Unit","authors":"Stephanie Ohlberger, Claas Wegner","doi":"10.5294/LACLIL.2017.10.2.2","DOIUrl":"https://doi.org/10.5294/LACLIL.2017.10.2.2","url":null,"abstract":"In recent years, the issue of using bilingual education has come to the public’s attention. A widespread belief is that students in bilingual classes achieve a higher competence in the language, but that they lag behind in subject-specific knowledge when compared to fellow students in traditional (i.e. monolingual) classroom settings. Nevertheless, by evaluating knowledge gain in a short teaching unit, previous studies have shown that bilingual students rarely experience drawbacks. Although there are a variety of different opinions, the present study aims at detecting how subject-specific knowledge is influenced by bilingual biology lessons. The study was conducted at a grammar school in North Rhine-Westphalia, Germany, with 13- and 14-year-old students. To assess differences in students’ knowledge gain, test and control groups were used, in which students were taught 12 identical biology lessons in a bilingual and a traditional classroom. The unit consisted of basic characteristics seen in (social) insects. Both classes took a knowledge test before and after the unit. We hypothesised that there would be a higher increase in knowledge for the bilingual class compared to the monolingual class. Results suggested a slightly higher knowledge gain in bilingual students, but no significant differences were revealed.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"62 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90823186","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 : 2018-06-20DOI: 10.5294/laclil.2017.10.2.5
Jose Miguel Marenco Dominguez
{"title":"Peer-tutoring Fosters Spoken Fluency in Computer-mediated Tasks","authors":"Jose Miguel Marenco Dominguez","doi":"10.5294/laclil.2017.10.2.5","DOIUrl":"https://doi.org/10.5294/laclil.2017.10.2.5","url":null,"abstract":"","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"519 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77200552","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 : 2018-06-20DOI: 10.5294/LACLIL.2017.10.2.1
Jermaine S. McDougald
{"title":"Innovating with ICTs in content and language environments","authors":"Jermaine S. McDougald","doi":"10.5294/LACLIL.2017.10.2.1","DOIUrl":"https://doi.org/10.5294/LACLIL.2017.10.2.1","url":null,"abstract":"","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"91 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76125458","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 : 2018-06-20DOI: 10.5294/LACLIL.V10I2.8192
Rigoberto Castillo
Changes to the pedagogy of foreign languages (FL) have taken place with the integration of Information and Communication Technologies (ICT). These changes provide instructors with opportunities to become meaning facilitators and designers. This article presents the rationale behind the pedagogy for a university course to enhance FL for academic purposes. It refers to three editions of a course with around 15 students each, native speakers of Spanish who self-assessed as being in an A2 to B1- English proficiency level in the scale of the Common European Framework of Reference. They came equipped with disciplinary knowledge in education and needed to build the state of the art of their research proposals. They submitted an account of up-to-date literature and research reports. The course, aided by ICT, helped them search, find, understand and integrate to their projects valuable literature available in English and in Romance languages. Students drafted their research interest in English and prepared an oral presentation. The needs of the FL learners were better served for they were directly connected to what they do at the university, which is, among other things, to determine the quality and authority of the sources and therefore interpret and assess texts related to their field of expertise. The article proposes moving away from a focus on language to a focus on problem solving and presents strategies, procedures, and ICT support. The article problematizes the issue of proficiency defined in terms of the type of problems language users could solve to meet their needs rather than in terms of language level.
随着信息和通信技术(ICT)的融合，外语教学法发生了变化。这些变化为教师提供了成为意义促进者和设计师的机会。本文介绍了大学课程教学方法背后的基本原理，以提高学术目的的外语。它指的是一门课程的三个版本，每个版本大约有15名学生，他们的母语是西班牙语，在欧洲共同参考框架(Common European Framework of Reference)的标准中，他们的英语水平自我评估为A2到B1。他们带着教育方面的学科知识来到这里，需要为他们的研究计划建立最先进的水平。他们提交了一份最新文献和研究报告。在信息和通信技术的帮助下，该课程帮助他们搜索、发现、理解并将有价值的英语和罗曼语文献整合到他们的项目中。学生们用英语起草了他们的研究兴趣，并准备了口头报告。外语学习者的需求得到了更好的满足，因为他们与他们在大学里所做的事情直接相关，其中包括确定来源的质量和权威，从而解释和评估与他们专业领域相关的文本。本文建议从关注语言转向关注解决问题，并提出了策略、程序和ICT支持。这篇文章对熟练程度的问题提出了质疑，根据语言使用者能够解决的问题类型来定义熟练程度，以满足他们的需求，而不是根据语言水平。
{"title":"Changing the Course: Interpreting and Elaborating Scientific Texts Aided by ICT","authors":"Rigoberto Castillo","doi":"10.5294/LACLIL.V10I2.8192","DOIUrl":"https://doi.org/10.5294/LACLIL.V10I2.8192","url":null,"abstract":"Changes to the pedagogy of foreign languages (FL) have taken place with the integration of Information and Communication Technologies (ICT). These changes provide instructors with opportunities to become meaning facilitators and designers. This article presents the rationale behind the pedagogy for a university course to enhance FL for academic purposes. It refers to three editions of a course with around 15 students each, native speakers of Spanish who self-assessed as being in an A2 to B1- English proficiency level in the scale of the Common European Framework of Reference. They came equipped with disciplinary knowledge in education and needed to build the state of the art of their research proposals. They submitted an account of up-to-date literature and research reports. The course, aided by ICT, helped them search, find, understand and integrate to their projects valuable literature available in English and in Romance languages. Students drafted their research interest in English and prepared an oral presentation. The needs of the FL learners were better served for they were directly connected to what they do at the university, which is, among other things, to determine the quality and authority of the sources and therefore interpret and assess texts related to their field of expertise. The article proposes moving away from a focus on language to a focus on problem solving and presents strategies, procedures, and ICT support. The article problematizes the issue of proficiency defined in terms of the type of problems language users could solve to meet their needs rather than in terms of language level.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73216879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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