Pub Date : 2019-01-01DOI: 10.12795/elia.mon.2019.i19.02
Anthony J. Liddicoat
{"title":"Critical perspectives in intercultural language learning.","authors":"Anthony J. Liddicoat","doi":"10.12795/elia.mon.2019.i19.02","DOIUrl":"https://doi.org/10.12795/elia.mon.2019.i19.02","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":"44 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80946816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.12795/elia.mon.2019.i19.13
J. Agulló, E. Herrero
{"title":"Bilingual education research: a bibliometric study.","authors":"J. Agulló, E. Herrero","doi":"10.12795/elia.mon.2019.i19.13","DOIUrl":"https://doi.org/10.12795/elia.mon.2019.i19.13","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":"43 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77310884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.12795/elia.mon.2019.i19.07
M. Garrido
{"title":"L1 attrition’s stance within multicompetence: translingual and trans-semiotic flows in educational contexts.","authors":"M. Garrido","doi":"10.12795/elia.mon.2019.i19.07","DOIUrl":"https://doi.org/10.12795/elia.mon.2019.i19.07","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":"18 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76314226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.12795/elia.mon.2019.i19.03
P. Ó. Duibhir
{"title":"Bilingual Education in Minority Language Contexts: When a high level of linguistic competence is not enough.","authors":"P. Ó. Duibhir","doi":"10.12795/elia.mon.2019.i19.03","DOIUrl":"https://doi.org/10.12795/elia.mon.2019.i19.03","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90703823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.12795/elia.mon.2019.i1.09
M.ª José Bolarín Martínez, Mónica Porto Currás, María Lova Mellado
{"title":"The implementation of bilingual programs in primary education: teaching and evaluation strategies.","authors":"M.ª José Bolarín Martínez, Mónica Porto Currás, María Lova Mellado","doi":"10.12795/elia.mon.2019.i1.09","DOIUrl":"https://doi.org/10.12795/elia.mon.2019.i1.09","url":null,"abstract":"","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":"44 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90624484","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 : 2017-12-19DOI: 10.12795/elia.mon.2019.i19.06
Yolanda Ruiz de Zarobe
espanolEn los ultimos 25 anos, el estudio sobre estrategias de aprendizaje ha sido foco de interes en investigacion, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y como pueden mejorar el conocimiento de las mismas. Aunque la investigacion sobre estrategias de aprendizaje ha sido importante, existe un numero mucho mas reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavia menos en el caso de terceras lenguas (L3). Este articulo busca llenar este vacio al analizar los resultados de un entrenamiento estrategico de comprension lectora con estudiantes jovenes de ingles como L3 en un contexto multilingue (espanol-euskera-ingles) en el Pais Vasco. Nuestro estudio sigue un diseno de pretest-posttest, con dos grupos de estudiantes de 5o curso de Educacion Primaria Obligatoria (EPO) (10- 11 anos), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibio un entrenamiento estrategico en comprension lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y despues del entrenamiento. Los resultados senalaron que los estudiantes que recibieron el entrenamiento estrategico confirmaron hacer uso de un mayor numero de estrategias lectoras tras la intervencion, aunque esa tendencia no se mantuvo a lo largo de los dos anos de instruccion. EnglishIn the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intactgroups of participants who were in their 5th year of primary education (10-11 years old). One group (n=50) served as the experimental group and theother one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time.
{"title":"Does CLIL exposure affect the acquisition of reference in narratives? A corpus-based study of L2-English.","authors":"Yolanda Ruiz de Zarobe","doi":"10.12795/elia.mon.2019.i19.06","DOIUrl":"https://doi.org/10.12795/elia.mon.2019.i19.06","url":null,"abstract":"espanolEn los ultimos 25 anos, el estudio sobre estrategias de aprendizaje ha sido foco de interes en investigacion, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y como pueden mejorar el conocimiento de las mismas. Aunque la investigacion sobre estrategias de aprendizaje ha sido importante, existe un numero mucho mas reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavia menos en el caso de terceras lenguas (L3). Este articulo busca llenar este vacio al analizar los resultados de un entrenamiento estrategico de comprension lectora con estudiantes jovenes de ingles como L3 en un contexto multilingue (espanol-euskera-ingles) en el Pais Vasco. Nuestro estudio sigue un diseno de pretest-posttest, con dos grupos de estudiantes de 5o curso de Educacion Primaria Obligatoria (EPO) (10- 11 anos), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibio un entrenamiento estrategico en comprension lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y despues del entrenamiento. Los resultados senalaron que los estudiantes que recibieron el entrenamiento estrategico confirmaron hacer uso de un mayor numero de estrategias lectoras tras la intervencion, aunque esa tendencia no se mantuvo a lo largo de los dos anos de instruccion. EnglishIn the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intactgroups of participants who were in their 5th year of primary education (10-11 years old). One group (n=50) served as the experimental group and theother one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time.","PeriodicalId":52029,"journal":{"name":"ELIA-Estudios de Linguistica Inglesa Aplicada","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73325919","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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