Pub Date : 2018-06-20DOI: 10.5294/LACLIL.V10I2.8641
Hector Lara
Writing plays a significant role in language learning. Previous research has reported on the effectiveness of several approaches to develop writing skills to enhance writing competence, but little attention has been given to the paragraph writing of elementary students. The present qualitative action research study used artifacts, teacher’s journals, learner’s journals, and a focus group interview to collect data on the way the process-genre approach assisted fourth-grade EFL learners in writing well-structured narrative paragraphs. Data were analyzed using the grounded theory approach, showing that most of the participants managed to write well-structured paragraphs in which they developed only one idea and supported it without deviating from the subject. Learners also became aware of the role of the audience and the features of the narrative writing genre. The findings of the study lend support to the notion that the process-genre approach is an effective way for young learners to achieve the expected goal; hence, it could be more widely adopted in writing courses at the elementary school level.
{"title":"Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing","authors":"Hector Lara","doi":"10.5294/LACLIL.V10I2.8641","DOIUrl":"https://doi.org/10.5294/LACLIL.V10I2.8641","url":null,"abstract":"Writing plays a significant role in language learning. Previous research has reported on the effectiveness of several approaches to develop writing skills to enhance writing competence, but little attention has been given to the paragraph writing of elementary students. The present qualitative action research study used artifacts, teacher’s journals, learner’s journals, and a focus group interview to collect data on the way the process-genre approach assisted fourth-grade EFL learners in writing well-structured narrative paragraphs. Data were analyzed using the grounded theory approach, showing that most of the participants managed to write well-structured paragraphs in which they developed only one idea and supported it without deviating from the subject. Learners also became aware of the role of the audience and the features of the narrative writing genre. The findings of the study lend support to the notion that the process-genre approach is an effective way for young learners to achieve the expected goal; hence, it could be more widely adopted in writing courses at the elementary school level.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"10 1","pages":"217-244"},"PeriodicalIF":0.6,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/LACLIL.V10I2.8641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43772771","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.2017.10.2.3
Héctor Mauricio Arteaga Lara
{"title":"Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing","authors":"Héctor Mauricio Arteaga Lara","doi":"10.5294/laclil.2017.10.2.3","DOIUrl":"https://doi.org/10.5294/laclil.2017.10.2.3","url":null,"abstract":"","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"39 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72839082","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 : 2017-08-14DOI: 10.5294/LACLIL.2017.10.1.1
Jermaine S. McDougald
{"title":"Language and Content in Higher Education","authors":"Jermaine S. McDougald","doi":"10.5294/LACLIL.2017.10.1.1","DOIUrl":"https://doi.org/10.5294/LACLIL.2017.10.1.1","url":null,"abstract":"","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"10 1","pages":"9-16"},"PeriodicalIF":0.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48721809","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 : 2017-08-14DOI: 10.5294/LACLIL.2017.10.1.6
S. Castañeda
This article aims to show and explain the growing motivational, personal or af- fective dif culties that unemployed adult learners are currently facing in the English subject when they decide to retake their education in age-diverse Vocational Training Programs in the Spanish educational system. The results presented in this article are based on a multiple case qualitative study research directed in two different areas. The participants were vocational training teachers who participated in a semi-structured interview. They con rmed the increas- ing level of frustration and dropout rate that Spanish adult students are experiencing in the L2 subject of these programs, mostly due to their oral and comprehension skills. The results of this article show the numerous obstacles of adaptation to the L2 contents and methodologies that adult learners face; generally because they are surrounded by adolescent or younger class- mates who have more experience in the foreign language and a wider linguistic knowledge. It is further explained how this age heterogeneity in the English classroom leads to dif culties in the linguistic acquisition, lack of adaptation to current L2 teaching methodologies and lack of inclusion in the rest of the group, due to motivational limitations derived from fear of ridicule, self-imposed affective barriers and anxiety in the English classroom. doi: 10.5294/laclil.2017.10.1.6
{"title":"Affective Limitations in Second Language Acquisition by Spanish Adult Learners in Vocational Training Programs.","authors":"S. Castañeda","doi":"10.5294/LACLIL.2017.10.1.6","DOIUrl":"https://doi.org/10.5294/LACLIL.2017.10.1.6","url":null,"abstract":"This article aims to show and explain the growing motivational, personal or af- fective dif culties that unemployed adult learners are currently facing in the English subject when they decide to retake their education in age-diverse Vocational Training Programs in the Spanish educational system. The results presented in this article are based on a multiple case qualitative study research directed in two different areas. The participants were vocational training teachers who participated in a semi-structured interview. They con rmed the increas- ing level of frustration and dropout rate that Spanish adult students are experiencing in the L2 subject of these programs, mostly due to their oral and comprehension skills. The results of this article show the numerous obstacles of adaptation to the L2 contents and methodologies that adult learners face; generally because they are surrounded by adolescent or younger class- mates who have more experience in the foreign language and a wider linguistic knowledge. It is further explained how this age heterogeneity in the English classroom leads to dif culties in the linguistic acquisition, lack of adaptation to current L2 teaching methodologies and lack of inclusion in the rest of the group, due to motivational limitations derived from fear of ridicule, self-imposed affective barriers and anxiety in the English classroom. doi: 10.5294/laclil.2017.10.1.6","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"10 1","pages":"133-160"},"PeriodicalIF":0.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41613339","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 : 2017-08-14DOI: 10.5294/LACLIL.V10I1.7131
E. Ferrer, Yuddy Pérez
Program evaluation is a process of carefully collecting information in order to make informed decisions to strengthen speci c components of a given program. The type of evalua- tion an institution decides to undertake depends on the purpose as well as on the information the institution wants to nd out about its program. Self-evaluation represents a tool that institutions can rely on to follow up on the quality and pertinence of their programs. This tool can provide important information in relation to the relevance of outcomes, content, methodology, materials, and assessment along with the perceptions of the program from stakeholders such as students, teachers, and administrators. The results of a self-evaluation can guide the deci sion-making process in an institution to strengthen each of the components of a set curriculum. This paper presents the self-evaluation process conducted by an English for Health Sciences program to determine the suitability of the curriculum in place. It rst presents models through which a program can self-evaluate. Then, it elaborates on the model chosen and the steps followed in the self-evaluation process of the English for Health Sciences Program as well as the results obtained from the experience and the subsequent adjustments made to the program. The readers may use this experience as a point of reference to implement a similar process in their own contexts. doi: 10.5294/laclil.2017.10.1.2
{"title":"Exploring the Suitability of an English for Health Sciences Program: Model and Report of a Self-Evaluation Process","authors":"E. Ferrer, Yuddy Pérez","doi":"10.5294/LACLIL.V10I1.7131","DOIUrl":"https://doi.org/10.5294/LACLIL.V10I1.7131","url":null,"abstract":"Program evaluation is a process of carefully collecting information in order to make informed decisions to strengthen speci c components of a given program. The type of evalua- tion an institution decides to undertake depends on the purpose as well as on the information the institution wants to nd out about its program. Self-evaluation represents a tool that institutions can rely on to follow up on the quality and pertinence of their programs. This tool can provide important information in relation to the relevance of outcomes, content, methodology, materials, and assessment along with the perceptions of the program from stakeholders such as students, teachers, and administrators. The results of a self-evaluation can guide the deci sion-making process in an institution to strengthen each of the components of a set curriculum. This paper presents the self-evaluation process conducted by an English for Health Sciences program to determine the suitability of the curriculum in place. It rst presents models through which a program can self-evaluate. Then, it elaborates on the model chosen and the steps followed in the self-evaluation process of the English for Health Sciences Program as well as the results obtained from the experience and the subsequent adjustments made to the program. The readers may use this experience as a point of reference to implement a similar process in their own contexts. doi: 10.5294/laclil.2017.10.1.2","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"10 1","pages":"17-48"},"PeriodicalIF":0.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/LACLIL.V10I1.7131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49500817","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 : 2017-08-14DOI: 10.5294/LACLIL.2017.10.1.3
Punwalai Kewara
Content and Language Integrated Learning (CLIL) is an alternative approach for En- glish teaching and learning that is in focus in Thailand today. Preparing Thai content teachers to con dently use English as a means of instruction in the English integrated classroom just as they do in the Thai monolingual classroom takes time and long-term nancial investment. Creating a classroom language manual for mathematics teachers to promptly use is a way out for those professionals who struggle with language. This article aims to examine the possibility of providing prefabricated classroom language sentences to Thai content teachers who need language support in order to identify the appropriateness of the components of the manual and the language for classroom use, in order to create a motif of language support for other subjects. In addition, this paper aims to explore Thai mathematics teachers’ perception toward the CLIL classroom. The phrasebook design was based on a unit of mathematics at the primary level for 25 Thai mathematics teachers to implement in their classes. The results revealed that the designed prefabricated phrasebook could be a way out. Prefabricated phrases should respond to the speci cation of mathematics concepts for each level. Ultimately, the CLIL concept should be clearly established for Thai content teachers to make CLIL classes effective and possible. doi: 10.5294/laclil.2017.10.1.3
{"title":"Phrasebook: una salida para los maestros de CLIL en Tailandia","authors":"Punwalai Kewara","doi":"10.5294/LACLIL.2017.10.1.3","DOIUrl":"https://doi.org/10.5294/LACLIL.2017.10.1.3","url":null,"abstract":"Content and Language Integrated Learning (CLIL) is an alternative approach for En- glish teaching and learning that is in focus in Thailand today. Preparing Thai content teachers to con dently use English as a means of instruction in the English integrated classroom just as they do in the Thai monolingual classroom takes time and long-term nancial investment. Creating a classroom language manual for mathematics teachers to promptly use is a way out for those professionals who struggle with language. This article aims to examine the possibility of providing prefabricated classroom language sentences to Thai content teachers who need language support in order to identify the appropriateness of the components of the manual and the language for classroom use, in order to create a motif of language support for other subjects. In addition, this paper aims to explore Thai mathematics teachers’ perception toward the CLIL classroom. The phrasebook design was based on a unit of mathematics at the primary level for 25 Thai mathematics teachers to implement in their classes. The results revealed that the designed prefabricated phrasebook could be a way out. Prefabricated phrases should respond to the speci cation of mathematics concepts for each level. Ultimately, the CLIL concept should be clearly established for Thai content teachers to make CLIL classes effective and possible. doi: 10.5294/laclil.2017.10.1.3","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"10 1","pages":"49-73"},"PeriodicalIF":0.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44077605","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 : 2017-08-14DOI: 10.5294/LACLIL.2017.10.1.4
Conor Keogh
For language learners of this generation, the smart phone represents a key cul- tural artefact that complements the learning process. Instant messaging applications such as WhatsApp are widely used in personal, professional and, increasingly, academic circles to maintain constant contact among friends, colleagues, or classmates. This study seeks to analyze how a group of 19 International Relations students and their teacher utilized a WhatsApp chat group throughout their semester-long English class. The group was conceived of as being an extension to a Community of Practice. On a basic level, the chat group was to be used as a shared space in which learners could practice their use of new phrases or vocabulary learned within the class in relation to real life issues connected to themes associated with International Relations. The space could also be interpreted as a virtual ZPD (Zone of Proximal Development) in which learners were scaffolded by their teacher as well as their classmates. Finally, the group provided a space in which learners could engage dialogically and more openly in a truly collective, recip- rocal, supportive, cumulative, and purposeful manner. This qualitative study analyzed both in- teractions within the group and student re ections on its effectiveness, which served to indicate that such a group space can lead to effective learner scaffolding, increased learner participation, and the formation of an advantageous community of learners. doi: 10.5294/laclil.2017.10.1.4
{"title":"Using WhatsApp to Create a Space of Language and Content for Students of International Relations","authors":"Conor Keogh","doi":"10.5294/LACLIL.2017.10.1.4","DOIUrl":"https://doi.org/10.5294/LACLIL.2017.10.1.4","url":null,"abstract":"For language learners of this generation, the smart phone represents a key cul- tural artefact that complements the learning process. Instant messaging applications such as WhatsApp are widely used in personal, professional and, increasingly, academic circles to maintain constant contact among friends, colleagues, or classmates. This study seeks to analyze how a group of 19 International Relations students and their teacher utilized a WhatsApp chat group throughout their semester-long English class. The group was conceived of as being an extension to a Community of Practice. On a basic level, the chat group was to be used as a shared space in which learners could practice their use of new phrases or vocabulary learned within the class in relation to real life issues connected to themes associated with International Relations. The space could also be interpreted as a virtual ZPD (Zone of Proximal Development) in which learners were scaffolded by their teacher as well as their classmates. Finally, the group provided a space in which learners could engage dialogically and more openly in a truly collective, recip- rocal, supportive, cumulative, and purposeful manner. This qualitative study analyzed both in- teractions within the group and student re ections on its effectiveness, which served to indicate that such a group space can lead to effective learner scaffolding, increased learner participation, and the formation of an advantageous community of learners. doi: 10.5294/laclil.2017.10.1.4","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"10 1","pages":"105-132"},"PeriodicalIF":0.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41725148","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 : 2016-12-21DOI: 10.5294/LACLIL.2016.9.2.1
Jermaine S. McDougald
Our world is constantly changing; hence, the importance of being able to respond to its demands is of utmost importance. There is an enormous need to innovate and create, as well as apply new and/or different ways of doing things in every aspect of life, including education, which has evolved over the years and will continue doing so for years to come. This is why different approaches to learning have appeared (Coyle, 1999, 2009; Deyrich & Kari Stunnel, 2014a), amongst them CLIL (content and language integrated learning), an approach which in its original conception was about teaching and learning not only language but also content. Nowadays people “need to learn a language to confront the demands of a new society; the studied language may provide a better status and the possibility to use it for different needs” (Rodriguez Bonces, 2012b, p. 180). And what better way could there be to learn it than through a meaningful, real, and contextualized approach such as CLIL? As Rodriguez Bonces (2012a) suggests, CLIL increases motivation since “language is used to fulfill real purposes, its use is authentic and much more meaningful for the students” (p. 183). This argument alone has provided many institutions with a viable option to look for something different in the classroom. doi: 10.5294/laclil.2016.9.2.1
我们的世界在不断变化;因此，能够对其要求作出反应的重要性是极其重要的。我们非常需要创新和创造，以及在生活的各个方面应用新的和/或不同的做事方式，包括教育，这已经发展了多年，并将在未来几年继续发展。这就是为什么出现了不同的学习方法(Coyle, 1999,2009;Deyrich & Kari Stunnel, 2014a)，其中包括CLIL(内容和语言综合学习)，这种方法的最初概念不仅涉及语言，还涉及内容的教与学。如今，人们“需要学习一门语言来面对新社会的要求;所学习的语言可能会提供更好的地位，并有可能将其用于不同的需求”(Rodriguez Bonces, 2012b, p. 180)。还有什么比通过像CLIL这样有意义的、真实的、情境化的方法来学习它更好的方法呢?正如Rodriguez Bonces (2012a)所建议的那样，CLIL增加了动机，因为“语言是用来实现真实目的的，它的使用是真实的，对学生来说更有意义”(第183页)。仅这一论点就为许多机构提供了一个可行的选择，即在课堂上寻找一些不同的东西。doi: 10.5294 / laclil.2016.9.2.1
{"title":"CLIL approaches in education: Opportunities, challenges, or threats?","authors":"Jermaine S. McDougald","doi":"10.5294/LACLIL.2016.9.2.1","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.2.1","url":null,"abstract":"Our world is constantly changing; hence, the importance of being able to respond to its demands is of utmost importance. There is an enormous need to innovate and create, as well as apply new and/or different ways of doing things in every aspect of life, including education, which has evolved over the years and will continue doing so for years to come. This is why different approaches to learning have appeared (Coyle, 1999, 2009; Deyrich & Kari Stunnel, 2014a), amongst them CLIL (content and language integrated learning), an approach which in its original conception was about teaching and learning not only language but also content. Nowadays people “need to learn a language to confront the demands of a new society; the studied language may provide a better status and the possibility to use it for different needs” (Rodriguez Bonces, 2012b, p. 180). And what better way could there be to learn it than through a meaningful, real, and contextualized approach such as CLIL? As Rodriguez Bonces (2012a) suggests, CLIL increases motivation since “language is used to fulfill real purposes, its use is authentic and much more meaningful for the students” (p. 183). This argument alone has provided many institutions with a viable option to look for something different in the classroom. doi: 10.5294/laclil.2016.9.2.1","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"253-266"},"PeriodicalIF":0.6,"publicationDate":"2016-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157988","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}
CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy’s CLIL mandate is conceptualized as a national language education policy within the larger European plurilingualism discourse, which represents the background of this paper. After a brief overview of the main conceptual frameworks and of CLIL provision in Europe, the paper will try to describe the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Particular attention will be devoted to CLIL implementation in “licei linguistici”, the Italian upper secondary school that is most oriented to foreign languages. Finally, some future challenges will be highlighted. doi: 10.5294/laclil.2016.9.2.6
{"title":"CLIL in Italy: A general overview","authors":"Letizia Cinganotto","doi":"10.5294/7177","DOIUrl":"https://doi.org/10.5294/7177","url":null,"abstract":"CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy’s CLIL mandate is conceptualized as a national language education policy within the larger European plurilingualism discourse, which represents the background of this paper. After a brief overview of the main conceptual frameworks and of CLIL provision in Europe, the paper will try to describe the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Particular attention will be devoted to CLIL implementation in “licei linguistici”, the Italian upper secondary school that is most oriented to foreign languages. Finally, some future challenges will be highlighted. doi: 10.5294/laclil.2016.9.2.6","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"374-400"},"PeriodicalIF":0.6,"publicationDate":"2016-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/7177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71126017","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 : 2016-11-29DOI: 10.5294/LACLIL.2016.9.2.4
Kathleen A. Corrales, Lourdes Rey, Nazira Santiago Escamilla
Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new. doi: 10.5294/laclil.2016.9.2.4
{"title":"Is EMI enough? Perceptions from university professors and students","authors":"Kathleen A. Corrales, Lourdes Rey, Nazira Santiago Escamilla","doi":"10.5294/LACLIL.2016.9.2.4","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.2.4","url":null,"abstract":"Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new. doi: 10.5294/laclil.2016.9.2.4","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"318-344"},"PeriodicalIF":0.6,"publicationDate":"2016-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157596","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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