In bilingual education programs, students learn content knowledge through an additional language (L2). Their content knowledge is also assessed through their L2, which raises concerns about underestimating their actual learning. This study addresses such concerns by investigating the cognitive processes and strategies of bilingual learners when being assessed in their L2. 49 university students, divided into more proficient and less proficient L2 learners, participated in an eye-tracking experiment which captured their eye movements when attempting a biology assessment. They then reported their thinking processes and strategies during the assessment process in a stimulated recall. In general, the participants engaged in more cognitive processes when attempting questions that were more cognitively demanding and required productive language skills. The less proficient group had more and longer fixations and regressions than their more proficient counterparts, but the two groups reported similar strategies. These findings have implications for assessment design in bilingual education programs.
{"title":"Cognitive processes and strategies of bilingual students when attempting assessments in an L2","authors":"Xing San Teng, Janet Hsiao, Yuen Yi Lo","doi":"10.1075/jicb.23011.ten","DOIUrl":"https://doi.org/10.1075/jicb.23011.ten","url":null,"abstract":"\u0000 In bilingual education programs, students learn content knowledge through an additional language (L2). Their\u0000 content knowledge is also assessed through their L2, which raises concerns about underestimating their actual learning. This study\u0000 addresses such concerns by investigating the cognitive processes and strategies of bilingual learners when being assessed in their\u0000 L2. 49 university students, divided into more proficient and less proficient L2 learners, participated in an eye-tracking\u0000 experiment which captured their eye movements when attempting a biology assessment. They then reported their thinking processes\u0000 and strategies during the assessment process in a stimulated recall. In general, the participants engaged in more cognitive\u0000 processes when attempting questions that were more cognitively demanding and required productive language skills. The less\u0000 proficient group had more and longer fixations and regressions than their more proficient counterparts, but the two groups\u0000 reported similar strategies. These findings have implications for assessment design in bilingual education programs.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"25 S2","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138978837","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}
Ann Sutton, Fred Genesee, Elizabeth Kay-Raining Bird, Xi Chen, Tamara Sorenson Duncan, Stephanie Pagan, Joan Oracheski
Abstract This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students ( n = 131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students’ risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs.
{"title":"Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs","authors":"Ann Sutton, Fred Genesee, Elizabeth Kay-Raining Bird, Xi Chen, Tamara Sorenson Duncan, Stephanie Pagan, Joan Oracheski","doi":"10.1075/jicb.23015.sut","DOIUrl":"https://doi.org/10.1075/jicb.23015.sut","url":null,"abstract":"Abstract This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students ( n = 131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students’ risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730512","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":"Review of Dafouz & Smit (2023): Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework","authors":"Rhona P. Lohan","doi":"10.1075/jicb.23018.loh","DOIUrl":"https://doi.org/10.1075/jicb.23018.loh","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973669","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":"Review of Lasagabaster (2022): English-Medium Instruction in Higher Education","authors":"Tatjana Bacovsky-Novak, Christiane Dalton-Puffer","doi":"10.1075/jicb.23019.bac","DOIUrl":"https://doi.org/10.1075/jicb.23019.bac","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436982","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}
Abstract This article explores pre-service teachers’ L1 use in Thai Content and Language Integrated Learning (CLIL) secondary classrooms through the translanguaging frame, which emphasises the use of the whole linguistic and semiotic repertoire in the classroom to make meaning and construct new knowledge. Teachers may choose to make deliberate use of learners’ linguistic repertoires in classroom activities to enhance understanding and develop learners’ communicative abilities beyond narrowly defined language codes. We investigate how pre-service English as a Foreign Language (EFL) teachers employed a translanguaging approach to model tasks and provide definitions of key terms. We explore the teachers’ beliefs concerning L1 use, drawing attention to the apparent tension between teachers’ practices and beliefs. The findings indicate that the teachers utilised translanguaging in different modes, including modeling tasks and translating L2 terms, to address students’ comprehension problems. However, the teachers expressed mixed beliefs concerning how and when L1 should be used.
{"title":"“Fingers which mean นิ้ว นิ้วแบบนิ้วมือ”","authors":"Nutthida Tachaiyaphum, Laura Gurney, Nicola Daly","doi":"10.1075/jicb.23008.tac","DOIUrl":"https://doi.org/10.1075/jicb.23008.tac","url":null,"abstract":"Abstract This article explores pre-service teachers’ L1 use in Thai Content and Language Integrated Learning (CLIL) secondary classrooms through the translanguaging frame, which emphasises the use of the whole linguistic and semiotic repertoire in the classroom to make meaning and construct new knowledge. Teachers may choose to make deliberate use of learners’ linguistic repertoires in classroom activities to enhance understanding and develop learners’ communicative abilities beyond narrowly defined language codes. We investigate how pre-service English as a Foreign Language (EFL) teachers employed a translanguaging approach to model tasks and provide definitions of key terms. We explore the teachers’ beliefs concerning L1 use, drawing attention to the apparent tension between teachers’ practices and beliefs. The findings indicate that the teachers utilised translanguaging in different modes, including modeling tasks and translating L2 terms, to address students’ comprehension problems. However, the teachers expressed mixed beliefs concerning how and when L1 should be used.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436972","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}
Abstract The current article investigates the beliefs of Content and Language Integrated Learning (CLIL) subject and language teacher tandems in a situation where they worked in close contact to design and deliver a CLIL course. The aim was to discover their underlying beliefs concerning setting learning goals, developing academic language proficiency, using authentic materials and cooperative tasks, and managing assessment. The Interpretative Phenomenological Approach revealed both overlapping and idiosyncratic beliefs involving all of the focal aspects. Common beliefs included the dominance of subject learning goals over language goals, the need to develop academic language proficiency, the use of authentic materials and cooperative tasks as sources of subject knowledge and skills, as well as the need to involve appropriate assessment in the process. Differences included flexibility in the process of goal setting, the definition of academic language proficiency, the meaning of authentic learning materials and the repertoire of tools available for scaffolding learning and managing assessment.
{"title":"CLIL teacher beliefs as they emerge working in tandem","authors":"Ene Alas, Aleksandra Ljalikova, Merle Jung","doi":"10.1075/jicb.22001.ala","DOIUrl":"https://doi.org/10.1075/jicb.22001.ala","url":null,"abstract":"Abstract The current article investigates the beliefs of Content and Language Integrated Learning (CLIL) subject and language teacher tandems in a situation where they worked in close contact to design and deliver a CLIL course. The aim was to discover their underlying beliefs concerning setting learning goals, developing academic language proficiency, using authentic materials and cooperative tasks, and managing assessment. The Interpretative Phenomenological Approach revealed both overlapping and idiosyncratic beliefs involving all of the focal aspects. Common beliefs included the dominance of subject learning goals over language goals, the need to develop academic language proficiency, the use of authentic materials and cooperative tasks as sources of subject knowledge and skills, as well as the need to involve appropriate assessment in the process. Differences included flexibility in the process of goal setting, the definition of academic language proficiency, the meaning of authentic learning materials and the repertoire of tools available for scaffolding learning and managing assessment.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912278","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}
Abstract The article addresses how heterogenous primary school students in Switzerland use learning opportunities to develop their English-speaking competences offered in Content and Language Integrated Learning (CLIL). Based on the lesson study approach, two task-based CLIL modules combining the subjects English and art were implemented in different primary classes with a focus on three case pupils in each class who represent high-attaining, average and low-attaining learners of English. Their spoken communication was analysed with an adapted version of the Communication Orientation of Language Teaching (COLT) observation scheme ( Allen et al., 1983 ) and according to the language triptych ( Coyle et al., 2010 ). Surveys were also conducted to investigate learners’ and teachers’ perception of the learning opportunities. The results indicate that the high-attaining and average students used the provided opportunities almost equally for developing their oral English competences. Although the low-attaining learners used the CLIL tasks in a significantly different way, they also achieved the objectives for speaking in English about art.
摘要本文探讨了瑞士的异质小学生如何利用内容和语言综合学习(CLIL)提供的学习机会来发展他们的英语能力。基于课程学习的方法，在不同的小学班级实施了两个任务型的CLIL模块，结合了英语和艺术科目，每个班级关注三个案例学生，分别代表英语高、中、低水平的学习者。使用语言教学的交际取向(COLT)观察方案(Allen et al.， 1983)和语言三联画(Coyle et al.， 2010)对他们的口语交际进行了分析。此外，本研究亦进行问卷调查，以了解学生与教师对学习机会的看法。结果表明，高成绩学生和普通学生几乎平等地利用提供的机会来发展他们的英语口语能力。虽然低成就学习者使用CLIL任务的方式明显不同，但他们也达到了用英语谈论艺术的目标。
{"title":"The communicative CLIL classroom","authors":"Silvia Frank Schmid","doi":"10.1075/jicb.21015.fra","DOIUrl":"https://doi.org/10.1075/jicb.21015.fra","url":null,"abstract":"Abstract The article addresses how heterogenous primary school students in Switzerland use learning opportunities to develop their English-speaking competences offered in Content and Language Integrated Learning (CLIL). Based on the lesson study approach, two task-based CLIL modules combining the subjects English and art were implemented in different primary classes with a focus on three case pupils in each class who represent high-attaining, average and low-attaining learners of English. Their spoken communication was analysed with an adapted version of the Communication Orientation of Language Teaching (COLT) observation scheme ( Allen et al., 1983 ) and according to the language triptych ( Coyle et al., 2010 ). Surveys were also conducted to investigate learners’ and teachers’ perception of the learning opportunities. The results indicate that the high-attaining and average students used the provided opportunities almost equally for developing their oral English competences. Although the low-attaining learners used the CLIL tasks in a significantly different way, they also achieved the objectives for speaking in English about art.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913109","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}
Abstract Based on fieldwork and interviews, we explore five teachers’ views about their teaching of Swedish as a second language in an early immersion school in Finland (Larch) and a linguistically heterogeneous primary school in Sweden (Chestnut). Drawing from ecological perspectives, we aim to contribute new knowledge on how second language teachers express their goals, teacher experiences and expertise depending on language and education policy as discursive-material reality. We discuss how societal, discursive and material differences were entangled with the teachers’ discourses, for example, the fact that Swedish immersion at Larch enjoyed a higher social status than Swedish as a second language at Chestnut. Concomitantly, the teachers adhered to pedagogical principles and the value of students’ linguistic and cultural repertoires in similar ways. We specifically discuss teacher autonomy as entwined with prevailing discursive-material realities, including distinct language education policies.
{"title":"Swedish immersion in Finland and Swedish as a second-language subject in Sweden","authors":"Christina Hedman, Ulrika Magnusson","doi":"10.1075/jicb.21032.hed","DOIUrl":"https://doi.org/10.1075/jicb.21032.hed","url":null,"abstract":"Abstract Based on fieldwork and interviews, we explore five teachers’ views about their teaching of Swedish as a second language in an early immersion school in Finland (Larch) and a linguistically heterogeneous primary school in Sweden (Chestnut). Drawing from ecological perspectives, we aim to contribute new knowledge on how second language teachers express their goals, teacher experiences and expertise depending on language and education policy as discursive-material reality. We discuss how societal, discursive and material differences were entangled with the teachers’ discourses, for example, the fact that Swedish immersion at Larch enjoyed a higher social status than Swedish as a second language at Chestnut. Concomitantly, the teachers adhered to pedagogical principles and the value of students’ linguistic and cultural repertoires in similar ways. We specifically discuss teacher autonomy as entwined with prevailing discursive-material realities, including distinct language education policies.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135827570","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}
Breandán Mac Gearailt, Gerry Mac Ruairc, C. Murray
The language learning outcomes of students in CLIL settings outstrip those of their peers who study the language in stand-alone classes. Research also indicates that in some cases the language development of CLIL students lacks grammatical accuracy, appropriate syntax, and lexical specificity. To combat this, CLIL teachers need to interweave the teaching of content and language. This can be a complex task as the vast majority of CLIL teachers do not have specific CLIL training. The issue is particularly complex at secondary level where teachers are content specialists. This article presents the research and theoretical underpinnings of SIOF, a pedagogical tool that focuses on scaffolding, input, output and feedback practices in the classroom. This tool has been developed to guide teachers in their efforts to place a more explicit focus on language. The authors discuss how SIOF can lead to what they term a Language Sensitive Learning Environment and the development of both language proficiency and subject knowledge.
{"title":"SIOF","authors":"Breandán Mac Gearailt, Gerry Mac Ruairc, C. Murray","doi":"10.1075/jicb.22024.mac","DOIUrl":"https://doi.org/10.1075/jicb.22024.mac","url":null,"abstract":"\u0000 The language learning outcomes of students in CLIL settings outstrip those of their peers who study the language\u0000 in stand-alone classes. Research also indicates that in some cases the language development of CLIL students lacks grammatical\u0000 accuracy, appropriate syntax, and lexical specificity. To combat this, CLIL teachers need to interweave the teaching of content\u0000 and language. This can be a complex task as the vast majority of CLIL teachers do not have specific CLIL training. The issue is\u0000 particularly complex at secondary level where teachers are content specialists. This article presents the research and theoretical\u0000 underpinnings of SIOF, a pedagogical tool that focuses on scaffolding, input, output and feedback practices in the classroom. This\u0000 tool has been developed to guide teachers in their efforts to place a more explicit focus on language. The authors discuss how\u0000 SIOF can lead to what they term a Language Sensitive Learning Environment and the development of both language proficiency and\u0000 subject knowledge.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"81 6 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77655499","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}
This study is based on the comparison between two Content and Language Integrated Learning (CLIL) contexts – in Madrid, Spain and in Hanoi, Vietnam – with a focus on teachers’ use of oral corrective feedback in classroom interaction at the primary school level. The model of corrective feedback (CF) developed by Lyster and Ranta (1997) and reproduced in Lyster and Mori (2006) was adapted for the analysis of teachers’ CF on errors of form and learners’ uptake. Participants of the study include three Spanish-native teachers in three bilingual schools in Madrid and four Vietnamese-native teachers in two bilingual schools in Hanoi, all at the primary school level. All classroom data was collected in CLIL natural-science classes in both settings. Results from the study showed that the overall CF patterns were very similar in both contexts with recasts as the most frequent CF type, followed by prompts and explicit correction. More specific differences were observed in the levels of uptake and repair following each type used by different teachers across the two contexts.
{"title":"CLIL in Spain and Vietnam","authors":"Thuy Nguyen, Ana Llinares","doi":"10.1075/jicb.21014.ngu","DOIUrl":"https://doi.org/10.1075/jicb.21014.ngu","url":null,"abstract":"This study is based on the comparison between two Content and Language Integrated Learning (CLIL) contexts – in\u0000 Madrid, Spain and in Hanoi, Vietnam – with a focus on teachers’ use of oral corrective feedback in classroom interaction at the primary\u0000 school level. The model of corrective feedback (CF) developed by Lyster and Ranta\u0000 (1997) and reproduced in Lyster and Mori (2006) was adapted for the analysis\u0000 of teachers’ CF on errors of form and learners’ uptake. Participants of the study include three Spanish-native teachers in three\u0000 bilingual schools in Madrid and four Vietnamese-native teachers in two bilingual schools in Hanoi, all at the primary school\u0000 level. All classroom data was collected in CLIL natural-science classes in both settings. Results from the study showed that the\u0000 overall CF patterns were very similar in both contexts with recasts as the most frequent CF type, followed by prompts and explicit\u0000 correction. More specific differences were observed in the levels of uptake and repair following each type used by different\u0000 teachers across the two contexts.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"36 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87421669","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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