{"title":"Review of Tedick & Lyster (2020): Scaffolding Language Development in Immersion and Dual Language Classrooms","authors":"Lauren Schellenberg, C. Riches","doi":"10.1075/jicb.20037.sch","DOIUrl":"https://doi.org/10.1075/jicb.20037.sch","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"4 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76709976","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 Lü (2019): Chinese literacy learning in an immersion program","authors":"Xi Chen, M. Huo","doi":"10.1075/jicb.20039.che","DOIUrl":"https://doi.org/10.1075/jicb.20039.che","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88750435","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 explores the type of linguistic difficulties that Saudi students are encounter in Introductory Algebra courses at college level and how an integrated pedagogical approach, such as Content and Language Integrated Learning (CLIL), might impact students’ learning of both algebra and the language needed to learn it. A mixed-method design was implemented for 12 weeks to collect and analyze data in three phases. The study sample comprised of a study group of 28 students from an Introductory Algebra class. Findings identified and classified the types of difficulties that the students encountered and suggested a CLIL instructional model to overcome or minimize them.
{"title":"Content and language integrated learning (CLIL) and the linguistic difficulties of Saudi students learning\u0000 algebra","authors":"Russina A Eltoum","doi":"10.1075/jicb.20009.elt","DOIUrl":"https://doi.org/10.1075/jicb.20009.elt","url":null,"abstract":"\u0000 This study explores the type of linguistic difficulties that Saudi students are encounter in Introductory Algebra\u0000 courses at college level and how an integrated pedagogical approach, such as Content and Language Integrated Learning (CLIL),\u0000 might impact students’ learning of both algebra and the language needed to learn it. A mixed-method design was implemented for 12\u0000 weeks to collect and analyze data in three phases. The study sample comprised of a study group of 28 students from an Introductory\u0000 Algebra class. Findings identified and classified the types of difficulties that the students encountered and suggested a CLIL\u0000 instructional model to overcome or minimize them.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81791184","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}
Although recent years have seen a growth in studies examining teacher agency, educators working in the primary sector remain a relatively under-researched population. One specific group of teachers in primary education are those who teach Content and Language Integrated Learning (CLIL). In this study, we wanted to understand how CLIL primary teachers’ sense of agency helped them to navigate this professional role, considering factors in their ecologies which supported or inhibited their agency. Based on semi-structured, in-depth interviews with six primary school CLIL teachers, this study shows that even though these teachers were initially passionate about CLIL, they all ultimately exercised their agency as teachers in giving up on CLIL due to a limited sense of agency in the particular role as a CLIL educator.
{"title":"The agency of CLIL primary school teachers in Austria","authors":"Marie-Theres Gruber, Sarah Mercer","doi":"10.1075/jicb.20032.gru","DOIUrl":"https://doi.org/10.1075/jicb.20032.gru","url":null,"abstract":"\u0000 Although recent years have seen a growth in studies examining teacher agency, educators working in the primary\u0000 sector remain a relatively under-researched population. One specific group of teachers in primary education are those who teach\u0000 Content and Language Integrated Learning (CLIL). In this study, we wanted to understand how CLIL primary teachers’ sense of agency\u0000 helped them to navigate this professional role, considering factors in their ecologies which supported or inhibited their agency.\u0000 Based on semi-structured, in-depth interviews with six primary school CLIL teachers, this study shows that even though these\u0000 teachers were initially passionate about CLIL, they all ultimately exercised their agency as teachers in giving up on CLIL due to\u0000 a limited sense of agency in the particular role as a CLIL educator.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"87 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90655091","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}
The aim of this article is to examine local enactment of new curriculum policy, paying special attention to combining the language of instruction in the school (Finnish) and the immersion language (Swedish) in an early total one-way Swedish immersion programme in Finland at a programmatic level. The study combines ethnography with educational language policy by focusing on coordinative and communicative discourses surrounding local immersion curriculum. The participatory observation data consist of 36 hours of audio-recorded curriculum working group meetings with immersion teachers and researchers. The findings showed that the curriculum task assigned to municipalities and cities providing immersion education was extensive. They also revealed how discursively oriented policy research on immersion education opens up new ways to develop immersion education. The actual curriculum decisions implied that the Swedish portion of the immersion programme is multilingual and rich in connections between multiple languages, contesting the common belief of monolingual practices in immersion instruction.
{"title":"Coordinating, communicating, and combining languages in local immersion education policy reform in Finland","authors":"Mari Bergroth","doi":"10.1075/jicb.19027.ber","DOIUrl":"https://doi.org/10.1075/jicb.19027.ber","url":null,"abstract":"\u0000The aim of this article is to examine local enactment of new curriculum policy, paying special attention to combining the language of instruction in the school (Finnish) and the immersion language (Swedish) in an early total one-way Swedish immersion programme in Finland at a programmatic level. The study combines ethnography with educational language policy by focusing on coordinative and communicative discourses surrounding local immersion curriculum. The participatory observation data consist of 36 hours of audio-recorded curriculum working group meetings with immersion teachers and researchers. The findings showed that the curriculum task assigned to municipalities and cities providing immersion education was extensive. They also revealed how discursively oriented policy research on immersion education opens up new ways to develop immersion education. The actual curriculum decisions implied that the Swedish portion of the immersion programme is multilingual and rich in connections between multiple languages, contesting the common belief of monolingual practices in immersion instruction.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"59 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87093256","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":"Issues and Perspectives on Student Diversity and Content-Based Language Education","authors":"","doi":"10.1075/jicb.9.2","DOIUrl":"https://doi.org/10.1075/jicb.9.2","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"46 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80009010","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}
Science writing has played a crucial part in science assessments. This paper reports a study in an area that has received little research attention – how science lessons in content and language integrated learning (CLIL) can increase the science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data come from a school-based interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal data from interviews and classroom observations. The effectiveness of the CLIL teaching and learning activities in various chemistry classrooms were compared and evaluated, with a discussion of some implications. The paper concludes that CLIL teaching and learning activities yielded positive learning outcomes among chemistry learners with low English ability.
{"title":"Building in language support in a Hong Kong CLIL chemistry classroom","authors":"M. Tsang","doi":"10.1075/jicb.18035.tsa","DOIUrl":"https://doi.org/10.1075/jicb.18035.tsa","url":null,"abstract":"\u0000 Science writing has played a crucial part in science assessments. This paper reports a study in an area that has\u0000 received little research attention – how science lessons in content and language integrated learning (CLIL) can increase the\u0000 science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data come from a school-based\u0000 interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal\u0000 data from interviews and classroom observations. The effectiveness of the CLIL teaching and learning activities in various\u0000 chemistry classrooms were compared and evaluated, with a discussion of some implications. The paper concludes that CLIL teaching\u0000 and learning activities yielded positive learning outcomes among chemistry learners with low English ability.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"3 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85208588","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}
Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g.,Meunier, 2012;Meunier & Granger, 2008;Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.
{"title":"Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings","authors":"Amélie Bulon, F. Meunier","doi":"10.1075/jicb.18010.bul","DOIUrl":"https://doi.org/10.1075/jicb.18010.bul","url":null,"abstract":"Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g.,Meunier, 2012;Meunier & Granger, 2008;Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"72 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72480290","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 article examines teachers’ attempts to enhance students’ content learning in Biology through the use of talk centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse (Lemke, 1990) with the use of talk moves (Chapin, O’Connor, & Anderson, 2013), drawing on concept sketches (Johnson & Reynolds, 2005) annotated by students. Informed by socioconstructivist (Vygotsky, 1978/86) perspectives and grounded in multimodal literacy (Kress & van Leeuwen, 2001) underpinnings, the study acknowledges the teacher’s role in productive classroom discussions to guide students’ thinking and facilitate meaning-making. Qualitative analysis of classroom discourse illustrates how teachers’ classroom talk can scaffold and address the gaps in students’ learning. Pedagogical implications are discussed.
这篇文章探讨了教师如何通过以概念草图为中心的谈话来提高学生在生物学课程中的内容学习。特别感兴趣的是教师如何通过有目的的课堂话语(Lemke, 1990)，使用谈话动作(Chapin, O 'Connor， & Anderson, 2013)，绘制由学生注释的概念草图(Johnson & Reynolds, 2005)来提供脚手架。根据社会建构主义(Vygotsky, 1978/86)的观点和多模态读写(Kress & van Leeuwen, 2001)的基础，该研究承认教师在富有成效的课堂讨论中引导学生思考和促进意义形成的作用。课堂话语的定性分析说明了教师的课堂话语如何支撑和解决学生学习中的差距。讨论了教学意义。
{"title":"Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept\u0000 sketches","authors":"C. Ho, June Kwai Yeok Wong, N. Rappa","doi":"10.1075/jicb.18020.ho","DOIUrl":"https://doi.org/10.1075/jicb.18020.ho","url":null,"abstract":"\u0000 This article examines teachers’ attempts to enhance students’ content learning in Biology through the use of talk\u0000 centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse\u0000 (Lemke, 1990) with the use of talk moves (Chapin, O’Connor, & Anderson, 2013), drawing on concept sketches (Johnson\u0000 & Reynolds, 2005) annotated by students. Informed by socioconstructivist (Vygotsky, 1978/86) perspectives and grounded in multimodal literacy (Kress & van Leeuwen, 2001) underpinnings, the study acknowledges the teacher’s role\u0000 in productive classroom discussions to guide students’ thinking and facilitate meaning-making. Qualitative analysis of classroom\u0000 discourse illustrates how teachers’ classroom talk can scaffold and address the gaps in students’ learning. Pedagogical\u0000 implications are discussed.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"37 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84395049","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 article reviews New Perspectives on Translanguaging and Education 9781783097807$49.95 / €44.95 / £34.95
本文综述了《跨语言与教育的新视角》(New Perspectives on translanguage and Education)
{"title":"BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer & Åsa Wedin (Editors). (2017) New Perspectives on\u0000 Translanguaging and Education","authors":"Kevin S Carroll","doi":"10.1075/JICB.18026.CAR","DOIUrl":"https://doi.org/10.1075/JICB.18026.CAR","url":null,"abstract":"This article reviews New Perspectives on Translanguaging and Education 9781783097807$49.95 / €44.95 / £34.95","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"94 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85596679","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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