2024-03-28T17:15:50Z
https://laclil.unisabana.edu.co/index.php/LACLIL/oai
oai:revistas.unisabana.edu.co:article/2601
2013-05-07T17:00:28Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
Enhancing Oral Interaction in English as a Foreign Language Through Task-Based Learning Activities
González Humanez, Luz Ely
Arias Rios, Nixdey Ruth
New processes of task-based learning (TBL) activities were implemented in a class of 35 eighth-grade students of English as a foreign language at a public school in Planeta Rica, Córdoba, Colombia. The activities were based on information about students' interest and own experiences, and research results from this project suggest this helped encourage an improved quality of oral interaction. The provision of goal-oriented input additionally facilitated the oral interaction process, as students could recall previously rehearsed activities as needed when practicing oral production of their ideas and experiences in English. The researchers conclude that task-based activities helped the students comprehend and manipulate information, as well as interact meaningfully and spontaneously.
Universidad de La Sabana
2009-10-30 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.10
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2602
2013-05-07T17:00:28Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
CLIL at the University Level: Relating Language Teaching With and Through Content Teaching
Fernández, Daniel J.
This study explores how the relationship between content and foreign language learning/teaching has evolved over the last few decades, particularly examining how the key concepts of content, language and language learning merge into CLIL. It then presents an analysis of a pedagogical experience: the case of Business English at the School of Economics, Universidad Nacional del Litora, Argentina, and offers some provisional conclusions which can be de-contextualised, generalised and re-contextualised.
Universidad de La Sabana
2009-10-30 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.11
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2603
2013-05-07T17:00:28Z
LACLIL:CMTRS
"091031 2009 eng "
2322-9721
2011-6721
dc
The Case for CLIL (Transcript of Podcast)
Hillyard, Susan
In this podcast, Susan Hillyard provides a personal reflection on what CLIL means to her as well as the main influences she considers important in the development of CLIL over the years. Key to this understanding of CLIL is also the changing role of English and the fact that the content and language are becoming inextricably linked in the changing educational landscape of the 21st century.
Universidad de La Sabana
2009-10-30 00:00:00
Invited Commentary
application/pdf
text/plain
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.12
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2604
2013-05-07T17:00:28Z
LACLIL:CMTRS
"091216 2009 eng "
2322-9721
2011-6721
dc
CLIL-ing Your Coursebook
Hill, David A.
This article suggests that CLIL is an important new approach to language teaching, at last grounding lesson content in something educational, rather than the endless trivia of many coursebooks for general English. However, the dearth of suitable materials available is noted, and the suggestion is that teachers create their own CLIL materials starting from suitable parts of their own current coursebook, rather than wait a few years for the ELT publishing market to respond to the need for new materials. It then exemplifies this approach with reference to a page from a course for 11-12 year olds written for the Bulgarian market, showing how materials can be built out from what is within the book.
Universidad de La Sabana
2009-10-30 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.13
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2605
2013-05-07T17:00:28Z
LACLIL:CMTRS
"091216 2009 eng "
2322-9721
2011-6721
dc
Teacher Training and Competences for Effective CLIL Teaching in Argentina
Pistorio, María Inés
Given the importance of Content Language Integrated Learning (CLIL) for bilingual institutions, Argentine universities and teaching training colleges need to incorporate this approach in their curricula to certify that graduate teachers are qualified to teach not only English as a foreign language (EFL) but also content-based subjects in English. This paper focuses on teacher training for the development of theoretical and methodological competences. While the former include knowledge of the theories that constitute the basis of content and language learning, the latter integrate teaching and learning strategies, as well as learning styles. Teacher training involving these competences results in effective CLIL teaching.
Universidad de La Sabana
2009-10-30 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.14
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2606
2013-05-07T17:00:28Z
LACLIL:CMTRS
"091216 2009 eng "
2322-9721
2011-6721
dc
The State of Language and Content Instruction in Colombia
McDougald, Jermaine S.
Content and language integrated learning (CLIL) is a teaching approach that is becoming increasing popular throughout Colombia. CLIL combines content and language teaching. Research indicates that language learning in a bilingual educational setting could be improved by very specific language teaching. This article describes the state of language and content in Colombia, the underlining principles and the future of CLIL in Colombia.
Universidad de La Sabana
2009-10-30 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.15
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2607
2013-05-07T17:04:10Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
International Business English Program: Reflections on Design
Bailey, Angela
Rey, Lourdes
Rosado, Nayibe
Designing a program is a long and difficult process, but the benefits and the personal growth of such an activity is impressive. In this paper the authors would like to reflect on decisions made throughout the program design of the International Business English Program at the Instituto de Idiomas of the Universidad del Norte. The authors will discuss considerations made during the design process, procedures implemented and changes experienced during the growth of the program. Finally, the authors will share how the experience has impacted their professional growth and continuous commitment to the International Business English Program and provide commentary as to why such a procedure albeit complicated is valuable for anyone.
Universidad de La Sabana
2009-04-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2608
2013-05-07T17:04:10Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
Community-Based Project: Taking Care of Our Environment
Benitez, Teresa
Robles Noriega, Heidy
The combination of language and content is the principal emphasis in the English teaching of International Relations program at Universidad del Norte. In order to maximize students’ performance in this approach, project work is assigned. Project work enhances students’ language skills (Stoller, 2006) and is a useful tool to help students develop different competences, such as research, collaborative, linguistic and cultural competence. “The Environmental campaign” is a community-based project that is carried out at Universidad del Norte with fifth semester students of International Relations in the Technology, Environment and Progress subject. The main objective of this project is to raise awareness of the importance of taking care of our environment. This project gives learners the opportunity to simultaneously get involved in social community projects and develop their language skills. For seven weeks, students plan, prepare, design, carry out and present their campaigns. The steps, follow-ups, process, constraints, and results are the main aspects to be shown in this paper.
Universidad de La Sabana
2009-04-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2609
2013-05-07T17:04:10Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
Evaluating the Effects of CBI on an English for Medical Students Program
Corrales, Kathleen
Maloof, César
This study investigated the effectiveness of CBI on the development of oral communicative competence and the causes of this development on a Medical English program in an English as a foreign language context. The participants were 16 Colombian university students between the ages of 17 and 22 from various semesters in their academic medical program. The instruments included classroom observations, learning journals, and interviews. The data was analyzed and categorized in light of the research questions. The analysis showed that students developed their oral and discourse skills in English in a relevant, challenging, and meaningful manner because the approach implemented was based on the integration of language and content. Through these materials that served as models for the students, they were able to activate their prior knowledge, lessen anxiety, raise their self-confidence and become motivated towards language learning.
Universidad de La Sabana
2009-04-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2610
2013-05-07T17:04:10Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
Vocabulary Integration in a Content-Based International Business English Program
Gardner, Jr., Thomas H.
Vocabulary instruction has an integral place in a content-based EFL course. Including an EFL component is especially important when the materials for a content-based course come from authentic sources written for English native speakers. This paper reflects on EFL vocabulary integration in a Business Communication course at a Colombian university.
Universidad de La Sabana
2009-04-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.4
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2611
2013-05-07T17:04:10Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
Feeding Your Mind, Improving Your Writing
Rocío Pinzón Ramírez, Nancy
Ramos, Aura Victoria
The central concern of the present investigation is to guide high school students to learn and write paragraphs using the traffic signal colours mnemonic technique while studying biotechnology topics. These students participated actively in laboratory experiments, practical workshops and computer classroom sections. They expanded their knowledge and written practice using the resources compiled in a web page and sending some of their compositions via e-mail. From the paragraphs created and corrected by students themselves, it is possible to assert that the “Step Up to Writing” program and content-based instruction provided them with a very useful path to improve both their writing skills and their knowledge about food.
Universidad de La Sabana
2009-04-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.5
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2612
2013-05-07T17:04:10Z
LACLIL:RSCH
"091216 2009 eng "
2322-9721
2011-6721
dc
Promoting Language Learning through a Thematic Vocabulary-Based Syllabus in Different Grades
Romero, Yanilis
This research explores a thematic vocabulary-based syllabus, which can help public and private schools develop good practice of English as a foreign language teaching for different audiences. Additionally this paper proposes possible approaches for teaching English content. The researcher considered communicative trends to create dynamic teaching settings and used data collection techniques such as: interviews, class observation, need analysis, questionnaires, video recording, and stimulated recall. This five-month action research project analyzed the application of the thematic vocabulary-based syllabus. Three main findings can be reported. First, the use of a thematic vocabulary-based syllabus enhanced learning and promoted motivation. Second, oral production was increased while students were taught using content of their preference. Third, the content of the area is more interesting when learners are participants in the selection of the topics to be taught; students’ participation was active since they could use their prior knowledge during the classes.
Universidad de La Sabana
2009-04-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.6
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2613
2013-05-07T17:04:10Z
LACLIL:CMTRS
"091216 2009 eng "
2322-9721
2011-6721
dc
CLIL Research at Universidad de La Sabana in Colombia
Otálora, Betsy A.
As the number of content-area course offerings has increased at the University of La Sabana, the need for support of teachers and students has also increased in demand. Through multiple applications of an action research process, this research seeks to identify effective instructional strategies, thus leading to an applicable instructional model. This article describes the proposal put forth and its research objectives and methodology.
Universidad de La Sabana
2009-04-24 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.7
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2614
2013-05-07T17:04:10Z
LACLIL:CMTRS
"091216 2009 eng "
2322-9721
2011-6721
dc
CLIL, un nuevo horizonte en la formación del profesorado
San Isidro Agrelo, Xabier
En este artículo analizamos los cambios en los modelos de formación en aprendizaje de lenguas para profesorado en servicio en la Comunidad Autónoma de Galicia (España). Al tiempo que la realidad plurilingüe se abre camino, el modelo CLIL en Galicia, en el que participan ya doscientos centros educativos, no sólo está cambiando los perfiles del profesorado, sino que está dibujando nuevos retos en el tratamiento de las lenguas y en la formación del profesorado.
Universidad de La Sabana
2009-04-24 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.8
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2615
2013-05-07T17:04:10Z
LACLIL:BPRVS
"091216 2009 eng "
2322-9721
2011-6721
dc
Review of the book: Marinelli, P.J. & Laughlin, L.M. (2007). Puentes: Spanish for Intensive and High-Beginner Courses. (Boston: Heinle).
Driver, Alice
Puentes: Spanish for Intensive and High-Beginner Courses is designed to help students with a foundational understanding of Spanish build a bridge or “puente” of knowledge that will provide a smooth transition to the next level of Spanish. The fourth edition has been revised to streamline grammar explanations and place more emphasis on practicing Spanish in conversation. Auxiliary materials accompanying the book include two CD’s of listening activities, a video program on DVD, an online activity workbook and an instructor’s resource manual.
Universidad de La Sabana
2009-04-24 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.9
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2616
2013-05-07T17:04:23Z
LACLIL:RSCH
"100211 2010 eng "
2322-9721
2011-6721
dc
Strategies for Teaching Geography Electives in English to Native Spanish Speakers at a Colombian University
Bryan, Nohora
Habte-Gabr, Ezana
Universidad de La Sabana in Colombia has been increasing course work in English, and the need for adequate learning and teaching strategies has become salient as both students and instructors expressed concern of a foreign language impeding content acquisition. Through a seminar on English Content-Based Instruction, the Foreign Languages Department identified underlying problems related to language, such as the need for language strategies in mainstream courses in areas such as academic writing and reading. The English Content-Based Instruction approach seeks to simultaneously teach content and language. The need for instruction to be focused on fostering autonomous learning became apparent given the heterogeneity of learning styles. Two geography courses taught in English are discussed here in light of an overall survey on learning strategies.
Universidad de La Sabana
2008-10-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2617
2013-05-07T17:04:23Z
LACLIL:RSCH
"100211 2010 eng "
2322-9721
2011-6721
dc
Issues Involved in Context, Comprehension and Content
Castillo, Rigoberto
This chapter discusses the role that context plays in comprehension when teaching and learning content. Two constructs provide the framework: The first deals with Cummins’ (2000) distinction of Basic Interpersonal Communication skills (BICS), Cognitive Academic Language Proficiency skills (CALPS) and Common Underlying Language Proficiency (CULP). The second construct appeals to Bradford and Johnson's findings on the role of context in comprehension (cited by Omaggio 1986). As a replication of Bradford and Johnson's experiment a reading workshop was conducted with 19 teachers of English participating in the First English Content-Based Learning and Instruction Symposium held at Universidad de La Sabana in Bogotá D.C in 2006. The teachers were given a science text in French in which the effect of no-context, partial-context and full-context on reading comprehension was explored. Results suggest that the successful completion of the task did not correlate highly with the participants’ self-assessment of their French proficiency but with the presence or absence of advance organizers, in this case pictorials. The results and the implications for course and materials design close the discussion.
Universidad de La Sabana
2008-10-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2618
2013-05-07T17:04:23Z
LACLIL:RSCH
"100211 2010 eng "
2322-9721
2011-6721
dc
English Content-Based Approaches to Teaching Accounting
Moreno Alemay, Pablo
This article illustrates the application of strategies on the part of the lecturer to teach a course of accounting in English to non-native English speakers. The following approaches proved to be the most useful: students realizing the importance of acquiring technical vocabulary in English; applying theory during the class as a language strategy; using different bibliographic sources such as journals, books and websites; writing papers which demonstrate student’s comprehension; communicating theory utilizing visual tools such as graphs, tables, beamer presentations; progressively reapplying the same financial procedures to more sophisticated settings with increasingly more text; consolidating a strong relationship of cooperation between the lecturer and the Foreign Language Department. This is a process of continuous improvement, hence the need to share results with other instructors and to observe similar experiences from different universities.
Universidad de La Sabana
2008-10-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2619
2013-05-07T17:04:23Z
LACLIL:RSCH
"100211 2010 eng "
2322-9721
2011-6721
dc
Experiences in Teaching Finance in English
Restrepo Guzman, Jorge Octavio
This paper presents a brief description of English Content Based Instruction (CBI) as a process in which the student gains mastery of the language (procedural knowledge) and mastery of the subject learned (declarative knowledge) and the characteristics of its integration in the teaching process. Also, the author describes his experiences in planning and giving a course on Financial Analysis using the techniques of CBI and student-centered learning and the tools and procedures used in performing this task. Furthermore the experiences of other universities in giving CBI courses are reflected upon. The result of a survey about the perception of the course among a representative sample of the students is presented and analyzed and suggests.
Universidad de La Sabana
2008-10-24 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.4
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2620
2013-05-07T17:04:23Z
LACLIL:CMTRS
"100211 2010 eng "
2322-9721
2011-6721
dc
Towards a Philosophy of Language Management
Crystal, David
Over the past twenty years, in a number of different domains, I have been preoccupied by the relationship between content and language. Finding myself the editor of a family of general encyclopedias in the late 1980s brought an encounter with "knowledge" which had to be integrated with my professional linguistic concerns. This has since developed to include issues in document classification, search, e-commerce, and Internet security. Other directions of integration emerged in higher education, notably the need for a synergy between linguistic and cultural studies and between language and literature. And accompanying all this has been a major change in public attitudes to language, following the reaction against institutionalized linguistic prescriptivism and the evolution of a fresh understanding of the relationship between standard and nonstandard language. The varied nature of these examples suggests the need to consider the question of integration at an appropriately general level, and it is this - on analogy with established domains such as the philosophy of science or the philosophy of religion - that the title of my paper is intended to address.
Universidad de La Sabana
2008-10-24 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.5
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2621
2013-05-07T17:04:23Z
LACLIL:CMTRS
"100211 2010 eng "
2322-9721
2011-6721
dc
International Business Program: Processes and Considerations for Design
Bailey, Angela
Rosado, Nayibe
Rey, Lourdes
Designing courses can be a long and difficult process. In this paper the authors share a design project, which they are involved with at the Instituto de Idiomas at the Universidad del Norte in Barranquilla, Colombia for International Business majors. The authors share the difficulties of deciding the path to take in course design, especially content oriented, the considerations made during the design of the program, and the plan for further development. In the end, the authors invite all teachers to participate in course design as it is an enriching experience as well as a complicated process.
Universidad de La Sabana
2008-10-24 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.6
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2622
2013-05-07T17:04:23Z
LACLIL:CMTRS
"100211 2010 eng "
2322-9721
2011-6721
dc
Getting Your Hands on Learning: Manipulative Tools in Content ESL/EFL Instruction
Corrales, Kathleen
Manipulatives are only for math classes and kindergartners, right? Wrong! Since Rita Dunn’s ground-breaking research on learning styles and Howard Gardner’s theory of multiple intelligences, educators of all subjects have tried to develop teaching techniques that allow all types of students to learn. Because of their highly visual and kinesthetic/tactile character, manipulatives are an especially powerful tool for ESL-content instruction. However, they are relatively unknown in the ESL field because many teachers believe that manipulatives can only be used with the very young or in math classes. In this article, I will explain how using manipulatives in class can turn learning into a fun and meaningful experience. I will provide 7 different teacher-made manipulatives that have been used in ESL language arts, science and social studies classes.
Universidad de La Sabana
2008-10-24 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.7
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2623
2013-05-07T17:04:23Z
LACLIL:CMTRS
"100211 2010 eng "
2322-9721
2011-6721
dc
Lexical Semantics as a Tool for Developing Critical Reading in the Language Classroom
García Marrugo, Alexandra Isabel
This paper illustrates how a detailed analysis of lexical choices can evince the author’s ideological message in seemingly expository texts. The activity described, part of the content-based course English V: Technology, Environment, and Progress in the International Relations Program at the Universidad del Norte, leads students to the realization of their tendency to accept every written text as an objective depiction of reality without questioning the writer’s purpose or intentions. Furthermore, the comparison of two texts dealing with the same topic but written from opposing points of view helps the students understand how language can be manipulated for particular purposes.
Universidad de La Sabana
2008-10-24 00:00:00
Invited Commentary
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.8
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2624
2013-05-07T16:56:39Z
LACLIL:ART
"110430 2011 eng "
2322-9721
2011-6721
dc
CLIL: A Suit for All Seasons
Costa, Francesca
D’Angelo, Lauretta
A frequently mentioned advantage of CLIL is that it is a theory of practice, with an intrinsic flexibility and heterogeneity; nonetheless, there is often confusion regarding the factors of success and failure among teachers applying the approach, which often leads them to unwittingly misapply CLIL. This article first presents several definitions of CLIL, and the practical and theoretical assumptions at its core, and then analyzes a number of longitudinal studies from such places as Canada, the Netherlands, Spain, Hong Kong, the Philippines, and Malaysia in order to identify factors that contribute to the relative success or failure of this methodological approach. Drawing on a basis of research and training courses for CLIL teachers, this study presents its unique and defining factors and presents guidelines for teachers who wish to apply it.
Universidad de La Sabana
2011-04-29 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 1 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2625
2013-05-07T16:56:39Z
LACLIL:ART
"110430 2011 eng "
2322-9721
2011-6721
dc
Lesson Delivery: A Key Component to Ensure Maximum Benefit to the
Morales Henao, Edith Viviana
Professors at the Institución Universitaria Colombo Americana (ÚNICA) have aimed to deliver lessons for second language learners that integrate content and language, resulting in an integrated lesson design. The Center for Applied Linguistics (Washington, DC) recommends the Sheltered Instruction Observation Protocol (SIOP) as a way of helping teachers plan and deliver integrated lessons. The effectiveness of this protocol has been corroborated on the K-12 level, and during 2008, through action research, a group of researchers studied its applicability on the higher education level at ÚNICA. The purpose of this study was to describe professors’ experiences as they were trained on SIOP. The analyzed data showed that professors truly understand the importance of stating clear content and language objectives. Data also revealed that the time stated for each lesson was appropriate; however, it was noticed that professors should allocate time for every task and include more strategies to have better and higher student participation. Additionally, it was observed the need of using different questions to make content more comprehensible for learners. This study provided professors and researchers with a productive outcome in their professional development and reinforced their belief in the importance of joining hands to accomplish goals that make education a joy.
Professors at the Institución Universitaria Colombo Americana (ÚNICA) have aimed to deliver lessons for second language learners which integrate content and language, resulting in an integrated lesson design. The Center for Applied Linguistics (Washington, DC) recommends the Sheltered Instruction Observation Protocol (SIOP) as a way of helping teachers plan and deliver integrated lessons. The effectiveness of this protocol has been corroborated on the K-12 level, and during 2008, through action research, a group of researchers studied its applicability on the higher education level at ÚNICA. The purpose of this study was to describe professors’ experiences as they were trained on SIOP. The analyzed data showed that professors truly understand the importance of stating clear content and language objectives. Data also revealed that the time stated for each lesson was appropriate; however, it was noticed that professors should allocate time for every task and include more strategies to have better and higher student participation. Additionally, it was observed the need of using different questions to make content more comprehensible for learners. This study provided professors and researchers with a productive outcome in their professional development and reinforced their belief in the importance of joining hands to accomplish goals that make education a joy.
Universidad de La Sabana
2011-04-29 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 1 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2626
2013-05-07T16:56:39Z
LACLIL:ART
"100730 2010 eng "
2322-9721
2011-6721
dc
UK Teachers’ and Learners’ Experiences of CLIL Resulting from the EU-funded Project ECLILT
Hunt, Marilyn
This paper reports on the EU-funded project ECLILT (e-based Content and Language Integrated Learning Training), which developed a blended, trans-national model training course adaptable to different countries for CLIL (Content and Language Integrated Learning) teacher trainers and pre-service and in-service school subject teachers in CLIL in order to tackle the absence of qualified trainers and the shortage of appropriately skilled teachers in CLIL. The paper outlines how the partners developed the training course and how it was implemented specifically in the UK. A classroom-based action research approach was adopted for this UK study, as it sought to bring about practical improvements and innovations and implement change in one aspect of teacher education. Data were collected through questionnaires to teachers to evaluate the impact on teaching and learning through this approach. Initial findings indicate a positive impact on pupil learning and on teachers’ practice across the curriculum.
Universidad de La Sabana
2011-04-29 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 1 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2627
2013-05-07T16:56:39Z
LACLIL:ART
"110430 2011 eng "
2322-9721
2011-6721
dc
An Interdisciplinary Module to teach English and Business Organization in a University-Level Vocational Course
Cianflone, Eugenio
Coppolino, Raffaella
The aim of this paper is to outline a cooperative project between an English for Specific Purposes practitioner and a teacher of Business Organization, implemented for the undergraduate degree in Gastronomic Sciences at the University of Messina (Italy). The project’s main purpose was to raise students’ awareness on the use of English as a means of professional communication through team teaching. The general plan consisted of three different steps: it started with exposure to a chosen topic, the life cycle of business organizations (presented first by the content teacher in the mother tongue, and then in English by the foreign language practitioner), and finally through team-teaching with concurrent use of the L1 and L2. Learner evaluation was performed through oral examinations. The results showed an increase of proficiency in the target foreign language, as well as in the topic content and in oral skills.
Universidad de La Sabana
2011-04-29 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.1.4
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 1 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2628
2013-05-07T16:56:39Z
LACLIL:ART
"110430 2011 eng "
2322-9721
2011-6721
dc
Integration or Immersion? A Comparative Study at the Tertiary Level
Fernández-Santiago, Miriam
The implementation of new degrees in the Spanish university system as a result of the process of adaptation to the European Space of Higher Education (ESHE) will bring significant changes in the learning of foreign languages at this level. Different methodological approaches such as foreign linguistic immersion in the content classroom or Content and Language Integrated Learning (CLIL) might be used as a compensatory curricular strategy for the learning of foreign languages in the implementation of the new university degrees. The present article reports on research conducted at the School of Psychology of the University of Granada (Spain) where these two methodological approaches were contrasted for an assessment of their efficiency with regards to the specific learning purposes indicated above. The results obtained show the academic convenience of the implementation of CLIL methodology as a compensation strategy for the loss of courses on English for Specific Purposes at the tertiary level.
Universidad de La Sabana
2011-04-29 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.1.5
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 1 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2629
2013-05-07T16:55:01Z
LACLIL:FRM
"111031 2011 eng "
2322-9721
2011-6721
dc
Journal Information
Editorial Board, LACLIL
The Latin American Journal of Content & Language Integrated Learning (LACLIL) is a peer-reviewed journal focused on CLIL (Content and Language Integrated Learning), multilingualism, interculturality, and CALL (computer-assisted language learning), throughout Latin America and around the world aimed at teachers, researchers, and educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies.
LACLIL welcomes article submissions from researchers whose work is inspired in or stems from instructional practices implemented in language-learning subjects or subjects taught through an additional language. Articles, commentaries, and reviews on (but not necessarily limited to) the following areas are welcomed:
• educational approaches in which additional languages are used for the learning and teaching of both content and language (CLIL).
• language learning, teaching, and/or evaluation practices aimed at fostering cognition and metacognition though language or content.
• the use of information and communication technologies to foster communicative competences enhancing cognition, metacognition, and the learning of language, content, or both.
• the learning of culture and/or intercultural competences in or through additional languages.
• teacher professional development initiatives in the aforementioned areas.
Universidad de La Sabana
2011-10-28 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2629
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 2 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2630
2016-02-16T15:05:22Z
LACLIL:FRM
"111031 2011 eng "
2322-9721
2011-6721
dc
Editorial Introduction to LACLIL 4(2), October 2011
Anderson, Carl Edlund
Universidad de La Sabana
Welcome to a new issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL), offering insights on the theory and practice of CLIL-based approaches from practitioners and researchers in Latin America and around the world.
Universidad de La Sabana
2011-10-28 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2630
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 2 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2631
2013-05-07T16:55:01Z
LACLIL:ART
"111025 2011 eng "
2322-9721
2011-6721
dc
First Steps in CLIL: Training the Teachers
Hillyard, Susan
As David Graddol’s “World English Project” gains momentum (Graddol, 2006), CLIL is increasingly being taken up by Ministries of Education as an innovative approach to teaching modern languages, as a motivating method for teaching subject areas, or simply as a contribution to internationalisation and the ideal of multilingualism. With this exponential growth, the lack of competent, trained CLIL teachers has become more evident. Content teachers are not infrequently monolingual and may not recognize the benefits of becoming bilingual, while language teachers may not feel proficient in the subject-area knowledge required for content teaching. Education ministries insist on CLIL implementation, but do not oversee a workforce sufficiently competent in all three necessary areas: target language ability, subject knowledge, and CLIL methodology. This paper explores the need to design quality training modules at ITT (Initial Teacher Training) colleges, for PGCSE (Postgraduate Certificate in Education) courses at universities, and INSET (In-Service Education and Training) courses so that teachers to feel confident in embarking on CLIL courses at primary, secondary, and tertiary levels.
Universidad de La Sabana
2011-10-28 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.2.1
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 2 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2632
2013-05-07T16:55:01Z
LACLIL:ART
"111025 2011 eng "
2322-9721
2011-6721
dc
Approaches to Scaffolding in Teaching Mathematics in English with Primary School Students in Colombia
Robles Noriega, Heidy Selene
Corzo Zambrano, Ximena Patricia
Teaching mathematics in a second-language (L2) environment requires teachers to understand both relevant mathematics concepts and the L2. Teachers must be aware that the explanations, clarifications, and development of mathematical language require that students have sufficient competence in the L2 to understand what is being taught. This implies teaching language to students in three specific ways, as suggested by Coyle, Hood, and Marsh (2010): language of learning, language for learning, and language through learning. Teaching mathematics also requires teachers to apply different types of scaffolding. This study seeks to identify the types of scaffolding and instructions used by the mathematics teacher at a bilingual school in Santa Marta, Colombia teaching first-grade students in English. Classroom observations, as well as interviews and classroom observation checklists, were carried out to determine what the mathematics teacher was already doing in the classroom in terms of scaffolding. The resultant data suggests that a range of visual aids and careful use of the L1 can play significant role in supporting the simultaneous development of content and linguistics competences.
Universidad de La Sabana
2011-10-28 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.2.2
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 2 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2633
2013-05-07T16:55:01Z
LACLIL:ART
"111025 2011 eng "
2322-9721
2011-6721
dc
CLIL: Achieving its goals through a multiliteracies framework
Dupuy, Beatrice
@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }div.Section1 { page: Section1; } An integrated world calls for integrated learning. It is in this context that CLIL has emerged to cater to the linguistic and cultural demands created by this global age.
Coyle et al. (2010) foreground the integrative aspects of CLIL in the 4Cs Framework which connects “four contextualized building blocks” and as such “takes account of integrating content learning and language learning within specific contexts and acknowledges the symbiotic relationship that exists between these elements” (p.41). In other words, they recognize that acquiring and knowing a content/subject-matter area is about acquiring and knowing its texts.
In this paper, I suggest that CLIL goals can best be realized by adopting a multiliteracies framework. I begin by examining the links that exist between CLIL and a multiliteracies framework. Next, I review key aspects of a multiliteracies framework that can support CLIL goals. Finally, I present a model multiliteracies-based CLIL lesson.
Universidad de La Sabana
2011-10-28 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.2.3
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 2 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2634
2013-05-07T16:55:01Z
LACLIL:ART
"111025 2011 eng "
2322-9721
2011-6721
dc
Content and Language Integrated Learning in Argentina 2008 - 2011
Banegas, Dario Luis
The incorporation of content, whether it is L1-curriculum based or from general knowledge of the world, is not innovative in English Language Teaching. However, CLIL as an umbrella approach has spread the interest in learning English through non-language subject matter to non-European contexts. In this review article, I analyse the development of the Argentinean interest in CLIL from two conference proceedings from the years 2008 and 2009, and a more institutional curriculum-based implementation conceived in 2010-2011. While CLIL in Argentina started as a bottom-up approach because teachers and learners wanted to integrate content and language, now CLIL may spread because official curricula determine so.
Universidad de La Sabana
2011-10-28 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.2.4
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 2 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2635
2019-06-04T12:51:30Z
LACLIL:ART
"111031 2011 eng "
2322-9721
2011-6721
dc
CLIL for CALP in the multilingual, pluricultural, globalized knowledge society: Experiences and backgrounds to L2 English usage among Latin American L1 Spanish-users
Anderson, Carl Edlund
An important aspect of preparing learners for the globalized “knowledge society” is the development of (cognitive) academic language proficiency (CALP) in an L2 for use in postgraduate and/or professional environments. This small-scale study sought trends in acquisition and usage of English as an L2 amongst Latin American L1 Spanish-users. Among other findings, although stronger informal conversional skills (BICS) correlated with early exposure/instruction, many participants who came to English relatively late in life for use in postgraduate/professional situations had been able to develop sufficient CALP for success, although reporting significant challenges in L2 CALP development perceived as related to underdeveloped L1 CALP, despite L1 tertiary educational experience. Further investigation is vital, but there is a clear need to consider the non-linguistic (as well as linguistic) elements that play a role in the development of CALP for different purposes and at different levels, in both the L1 and any L2, amongst learners in different contexts.
Universidad de La Sabana
2011-10-28 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.2.5
Latin American Journal of Content & Language Integrated Learning; Vol. 4 No. 2 (2011)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2642
2013-05-07T16:57:39Z
LACLIL:RSCH
"100430 2010 eng "
2322-9721
2011-6721
dc
A Blend of CLIL and Cooperative Learning Creates a Socially Constructed Learning Environment
Pistorio, Maria Ines
This pilot study highlights an educational innovation underpinned by social constructivism, and presents an approach in which Cooperative Learning in a CLIL context is used to create a socially constructed learning environment. The project was implemented in a private school with the participation of a large heterogeneous class. The approach selected in this work is based on CLIL, a pedagogical tool which integrates language and content instruction in an EFL classroom. The method agrees with the experiential constructivist model unlike the traditional behaviourist model currently used in the school where this project was carried out. A close examination of students’ performance in their reading, writing and oral tasks showed an increase in overall language achievement. In essence, learners learned how to learn, became more autonomous, self-directed and intrinsically motivated.
Universidad de La Sabana
2010-04-30 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 3 No. 1 (2010)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2643
2013-05-07T16:57:39Z
LACLIL:RSCH
"100430 2010 eng "
2322-9721
2011-6721
dc
A CLIL Experience Based on the Use of Tasks and Different Genre Types
Cendoya, Ana María
Di Bin, María Verónica
Teaching English in the 21st century poses the challenge of facing and adapting to the new status of the English language as a lingua franca. Accordingly, its teaching methodology and didactics have changed too. It is in this context that a new methodology Content and Language Integrated Learning (CLIL) has appeared. This paper aims to point out what the core features of CLIL methodology are and how task-based and genre-based pedagogies can complement it. It then presents the analysis of a classroom experience in order to show how problem solving tasks can help enhance CLIL contexts so that students can develop their linguistic competence as well as their content knowledge in English by means of reading, interpreting, and producing texts of different genre types.
Universidad de La Sabana
2010-04-30 00:00:00
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 3 No. 1 (2010)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2644
2013-05-07T16:57:39Z
LACLIL:CMTRS
"100430 2010 eng "
2322-9721
2011-6721
dc
Science Across the World: Interview with Monica Tosi, Argentine Representative for SAW (Transcript Podcast)
Hillyard, Susan
In this podcast, Susan Hillyard interviews Monica Tosi, the Argentine Representative for Science Across the World (SAW). Tosi explains the focus of SAW and how teachers can get involved. Comments are offered on benefits for teachers and students, as well as the status of CLIL in Argentina.
Universidad de La Sabana
2010-04-30 00:00:00
Invited Commentary
application/pdf
text/plain
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 3 No. 1 (2010)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2651
2016-04-19T12:16:54Z
LACLIL:ART
"120427 2012 eng "
2322-9721
2011-6721
dc
An empirical study on the acquisition of content in a CLIL-based chemistry course: A preliminary report
Gregorczyk, Beata
This article presents the findings of an empirical study on the acquisition of content in a CLIL (Content and Language Integrated Learning) course conducted by the author at a middle school in Radom, Poland. The research involved a group of Polish students who learn chemistry through English as part of their school curriculum. The results of the research support an understanding that using a foreign language as a means of teaching non-linguistic subjects does not impair content acquisition—and may actually improve overall learning processes. The research raises questions about the relationship between a foreign language and conceptual knowledge, as well as about the mechanisms that may compensate for the additional difficulties students may encounter while learning content (such as chemistry) through a foreign language. By way of introduction, the article offers an overview of the literature on the effectiveness of CLIL teaching. This theoretical background leads to the description of the experiment, followed by an analysis of its results. The paper ends with conclusions and some final thoughts relating to the experiment.
Universidad de La Sabana
2012-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 1 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2652
2016-04-19T12:25:53Z
LACLIL:ART
"120427 2012 eng "
2322-9721
2011-6721
dc
CLIL Teacher Development: Challenges and Experiences
Banegas, Dario Luis
Content and Language Integrated Learning is regarded as an innovative or alternative approach to Communicative Language Teaching. Stakeholders, researchers and other actors involved in teaching foreign language embrace CLIL in the hope that deficiencies in foreign language learning can be overcome so as to meet new socio-economic needs. However, CLIL is not only about benefits. In this article I will first outline some of its challenges and drawback particularly in reference to teachers and teacher development since other difficulties may be rooted in how teachers are prepared to respond to the new issues that CLIL seems to raise. Secondly, I will describe pre- and in-service CLIL teacher development opportunities partly based on personal experiences at the University of Warwick and then I will describe other personal experiences of workshops in Argentina. Last, I will suggest possible ways of incorporating CLIL understanding in Argentina as an example of an EFL context.
Universidad de La Sabana
2012-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.1.4
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 1 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2653
2016-04-19T12:13:32Z
LACLIL:ART
"120427 2012 eng "
2322-9721
2011-6721
dc
Colombian teachers’ questions about CLIL: Hearing their voices – in spite of “the mess” (Part I)
Curtis, Andy
This, the first part of a two-part paper, focuses on the importance of the voices of teachers in educational research, as they are key stakeholders in any educational endeavor and among the main agents of educational change. Therefore, even in the most learner-centered of approaches to teaching, it is essential to gather data from teachers. However, in examining the educational research from the 1990s to the present day, the focus appears to have shifted from teachers’ voices to students’ voices, which leaves an essential part of the picture missing. To address this absence, data was collected from language teachers on a new MA program jointly offered by a Colombian university and one in the United States, which is described in the second portion of the present article. The third portion of the present article introduces and explores the notion of ‘messy data’, and the final portion looks at the research on CLIL in Latin America in relation to teachers’ voices.
Universidad de La Sabana
2012-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 1 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2654
2016-04-19T12:10:58Z
LACLIL:FRM
"120426 2012 eng "
2322-9721
2011-6721
dc
Editorial Introduction to LACLIL 5(1), April 2012
Anderson, Carl Edlund
Universidad de La Sabana http://laclil.unisabana.edu.co/
It is with great pleasure that I welcome you to a new issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL), offering insights on the theory and practice of CLIL-based approaches from practitioners and researchers in Latin America and around the world.
Universidad de La Sabana
2012-04-30 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.1.6
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 1 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2655
2016-04-19T12:23:20Z
LACLIL:ART
"120427 2012 eng "
2322-9721
2011-6721
dc
Intercultural Studies within a CLIL approach
Spies, Kai
Interculturality and globalization have taken a very important role in society today. This is one of the reasons why the Department of Languages and Cultures at the University of La Sabana has offered the courses Introduction to Intercultural Studies and Intercultural Studies for their language learners. These courses offer participants the opportunity to become more familiar with intercultural competences by, for example, interacting with a variety of international guest speakers. However, up to the present, these courses have been taught as content courses in the English language and directed specifically to learners who already have relatively high competence levels in English. This paper explores the characteristics of the noted intercultural studies courses in comparison with more “traditional” English courses, as well as student expectations of and experiences with the intercultural studies content courses, in order to see how a more CLIL-based approach could be implemented in the context of the intercultural studies courses. Such a re-design would not only continue to benefit such advanced students but would open up new possibilities for learners with a wider range of language abilities, helping them build up their English through work with content related to intercultural competences. Equally, it would provide such language learners with a clearer purpose for learning the English language, as English would no longer be being taught in an isolated way but within a content-focused context that the participants see as relevant and practical.
Universidad de La Sabana
2012-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 1 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2656
2013-05-07T16:52:26Z
LACLIL:FRM
"120426 2012 eng "
2322-9721
2011-6721
dc
Journal Information
Editorial Board, LACLIL
http://www.laclil.edu.co
Journal Information
Universidad de La Sabana
2012-04-30 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2656
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 1 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2658
2016-04-19T12:43:48Z
LACLIL:ART
"120427 2012 eng "
2322-9721
2011-6721
dc
The evolution of content and language integrated learning (CLIL) in Spain: An empirical project at the university level
Hewitt, Elena Carolina
García-Sánchez, Elena
Este artículo versa sobre los resultados de un estudio empírico original de un sistema educativo que se inició hace pocos años en España. Existe una política de bilingüismo tipo AICLE (Aprendizaje Integrado de Contenidos y Lengua) en los institutos de educación secundaria en España (por ejemplo, el Plan de Fomento de Plurilingüismo: Una política lingüística para la sociedad andaluza, 2005). A pesar de ello, hay poca investigación que ha indagado en la ratificaciónde este sistema educativo en los alumnos de secundaria, y aún menos en el seguimiento de estos estudiantes durante sus años en la universidad. Informamos sobre algunos resultados encontrados a nivel de universidad en un proyecto nacional i+d (investigación y desarrollo) solicitado por, y concedido a, su actual directora—la primera autora de este artículo. El proyecto de investigación lleva a cabo un seguimiento de estudiantes quienes han llegado desde las escuelas secundarias bilingües CLIL a la universidad. Los participantes de este proyecto de investigación fueron 67 alumnos universitarios inscritosen la Licenciatura de Estudios Ingleses de la Universidad de Almería en España. A lo largo de un año académico y dentro de un diseño de investigación de tipo pre-experimental, se desarrollaron y analizaron cuatro pruebas psico-métricas y un cuestionario de información personal y académico bilingüe CLIL. Los resultados explican las facetas y variables significativas.
Universidad de La Sabana
2012-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.1.5
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 1 (2012)
spa
Copyright (c)
oai:revistas.unisabana.edu.co:article/2719
2016-04-19T12:49:13Z
LACLIL:ART
"121031 2012 eng "
2322-9721
2011-6721
dc
Colombian teachers' questions about CLIL: What can teachers' questions tell us? (Part II)
Curtis, Andy
Anaheim University
The second part of this two-part paper starts with a review of the literature on teachers’ questions, going back 100 years, and finds an almost exclusive focus on teachers asking students questions in classrooms. To address this apparent oversight on the other kinds of questions teachers ask, for example to each other and to themselves, Colombian teachers were asked to write their questions about CLIL, at a workshop which was part of a new MA TESOL program. A total of 85 questions were written by approximately 80 language teachers from all over Colombia, 69 of which related to CLIL. These questions were divided into three groups or sets: CLIL in the Colombian Context; The Implementation of CLIL; and Fundamental Concepts of CLIL. These questions and these three categories are analyzed to see what developers of teacher development and CLIL training programs in Colombia can learn from such questions, and how they can inform the design of such programs.
Universidad de La Sabana
2012-10-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.6
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 2 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2720
2016-04-19T12:51:09Z
LACLIL:ART
"121017 2012 eng "
2322-9721
2011-6721
dc
From theory to textbook: Constructing language materials for young learners
Beatty, Ken
Anaheim University
Second language materials for young learners are often deceptive in their simplicity. They appear to be easy to create because their content spans a limited range of grammatical forms and vocabulary. However, beyond the challenging process of selecting such content are the underlying theoretical concepts, methodologies and approaches that inform well-constructed learning materials. This paper outlines considerations that go into creating a textbook series for young learners in terms of views of language learning, the communicative approach, a notional-functional syllabus, comprehensible input and output, task chains, learner-centeredness, the negotiated curriculum, and autonomy.
Universidad de La Sabana
2012-10-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.7
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 2 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2721
2016-04-19T12:58:57Z
LACLIL:ART
"121017 2012 eng "
2322-9721
2011-6721
dc
A pragmatic approach to teaching intercultural competence to trainee teachers and translators
Liendo, Paula Josefina
Facultad de Lenguas, Universidad Nacional del Comahue, Argentina.
Byram (1997)’s definition of intercultural communicative competence clearly moves beyond communicative competence, adding to Hymes’ central idea Van Ek’s (1986) six competences of communicative ability, Argyle's (1983) eight dimensions of non-verbal communication and Gudykunst's (1994) characteristics of a competent communicator. University undergraduates whose aim is to become English teachers and translators cannot overlook the importance of intercultural communicative competence in their future professional performance. As language professionals in a rapidly-changing, globalized world, they must be fully aware that the difference between native and non-native speakers has become blurred and obsolete, and that learning is now more about skills than about knowledge per se. Building human capacity has become a process, and flexibility and creativity (rather than content) are more desirable to cope with constant change (Graddol, 2006).
However, a diagnosis of trainees’ performance in their last year of studies at Universidad del Comahue shows that their command of intercultural competences does not match their linguistic proficiency. This gives rise to questions regarding the effectiveness of the materials chosen and the role of the participants in the teaching-learning process. This article explores the possibilities of introducing intercultural competence training to an advanced English course for future translators and teachers. It looks into the concept of pragmatic ability, understood as “being able to go beyond the literal meaning of what is said or written, in order to interpret the intended meanings, assumptions, purposes or goals, and the kinds of actions that are being performed” (Ishihara & Cohen, 2010) and it analyses how students’ intercultural competence can be contextually constructed, through both content and context.
Universidad de La Sabana
2012-10-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.8
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 2 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2722
2016-04-19T13:01:07Z
LACLIL:ART
"121017 2012 eng "
2322-9721
2011-6721
dc
CLIL implementation in Italian schools: can the long ago employed teacher be trained effectively? The Italian protagonists’ voice
Di Martino, Emilia
University of Naples Suor Orsola Benincasa
Di Sabato, Bruna
University of Naples Suor Orsola Benincasa
Most Italian upper schools will have to offer at least one subject in a foreign language as part of the national curriculum starting next year. This paper aims to report the results of a survey we carried out between April and June 2011 in order to get the feel of the teachers’ expectations, fears and thoughts in the wake of the ‘CLIL revolution’ in our country. The overall aim of our research is to offer those in charge of the project the possibility to hear the voices of some of the teachers who are being asked to take on a task requiring considerable extra work in a very complex moment for our country, so as to at least attempt to finetune their decisions to actual reality.
A partir del próximo año los institutos italianos estarán obligados a impartir una asignatura en un idioma estranjero como parte del curriculo nacional.
Objetivo de esta ponencia es informar de los resultados de una encuesta realizada entre abril y junio de 2011 con el fin de sondear las expectativas de los profesores, sus temores y opiniones con vista a la revolución CLIL en Italia. El fin de la investigación es ofrecer a los responsables del proyecto la posibilidad de escuchar las voces de los docentes, a los que se le pedirá una gran mole de trabajo extra en un momento especialmente complejo para el país, con el fin de afinar las modalidades de realización del proyecto mismo con las exigencias de los profesores de instituto y la realidad actual.
Universidad de La Sabana
2012-10-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.9
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 2 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2723
2016-04-19T12:55:37Z
LACLIL:ART
"121017 2012 eng "
2322-9721
2011-6721
dc
The impact of students' attitudes on CLIL
Papaja, Katarzyna Lidia
University of Silesia
Attitude can be defined as a set of beliefs developed in a due course of time in a given sociocultural setting. It has been proved that positive attitude facilitates learning (Dörneyi, 1990; Dörneyi, 2001; Gardner & Lambert, 1972; Heckhausen, 1991). If the learner is reluctant to learn or he/she does not have a positive attitude, he/she does not produce any result.
CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language.
Bearing in mind the importance of attitude in learning and teaching a second language as well as in any kind of subject, I decided to conduct a research among the CLIL learners. I have selected a group of students from the Department of Psychology who study various subjects in English. The students were asked to fill in a questionnaire concerning attitude towards CLIL. The questionnaire had been especially designed for the purpose of this study. The intention of this address is to discuss the role of attitude towards learning subjects through a second language which will be based on students’ opinions. I strongly believe that attitude is one of the central elements along with motivation and language aptitude in determining success in learning subjects through another language. In order to guide this discussion, attention will be directed toward the sociolinguistic factors responsible for attitude towards CLIL.
Universidad de La Sabana
2012-10-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.10
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 2 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2758
2016-04-19T12:47:04Z
LACLIL:FRM
"121031 2012 eng "
2322-9721
2011-6721
dc
Editorial introduction: A reflection on the role of foreign language learning in today’s education
Castillo, Rigoberto
Universidad Distrital Francisco Jose de Caldas
As a guest editor of this edition of the Latin American Journal of Content and Language Integrated Learning (LACLIL), I would like to share with the readers a reflection on what I perceive as the evolving role of foreign language (FL) learning in today’s educational settings. I offer some ideas on what institutions need to consider in FL teaching and propose some questions for these to think about.
Universidad de La Sabana
2012-10-30 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.11
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 2 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2759
2013-05-07T15:56:47Z
LACLIL:FRM
"121031 2012 eng "
2322-9721
2011-6721
dc
Journal Information
Editorial Board, LACLIL
Universidad de La Sabana
The Latin American Journal of Content & Language Integrated Learning (LACLIL) is a peer-reviewed journal focused on CLIL (Content and Language Integrated Learning), multilingualism, interculturality, and CALL (computer-assisted language learning), throughout Latin America and around the world aimed at teachers, researchers, and educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies.
LACLIL welcomes article submissions from researchers whose work is inspired in or stems from instructional practices implemented in language-learning subjects or subjects taught through an additional language. Articles, commentaries and reviews on (but not necessarily limited to) the following areas are welcomed:
• educational approaches in which additional languages are used for the learning and teaching of both content and language (CLIL).
• language learning, teaching, and/or evaluation practices aimed at fostering cognition and metacognition though language or content.
• the use of information and communication technologies to foster communicative competences enhancing cognition, metacognition and the learning of language, content, or both.
• the learning of culture and/or intercultural competences in or through additional languages.
• teacher professional development initiatives in the aforementioned areas.
Universidad de La Sabana
2012-10-30 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2759
Latin American Journal of Content & Language Integrated Learning; Vol. 5 No. 2 (2012)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/2796
2016-04-19T13:22:26Z
LACLIL:ART
"130409 2013 eng "
2322-9721
2011-6721
dc
Review of the book CLIL activities: A resource for subject and language teachers, by L. Dale & R. Tanner
Banegas, Dario Luis
University of Warwick (Coventry, UK)
Review of the book CLIL activities: A resource for subject and language teachers (with CD-ROM), by Liz Dale and Rosie Tanner. (2012). Cambridge, England: Cambridge University Press. v + 284, pp. US$ 32.50 (paperback), ISBN 978-0-521-14984-6 (paperback and CD-ROM).
Universidad de La Sabana
2013-04-12 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2013.6.1.5
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 1 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3013
2016-04-19T13:14:25Z
LACLIL:ART
"130409 2013 eng "
2322-9721
2011-6721
dc
SIOP components: Application and assessment through PBL in a content-language college classroom
Chavez, Luisa Cecilia
Institución Universitaria Colombo Americana, ÚNICA
This article describes the circumstances and outcomes of an on-going research which explores the effectiveness of explicitly exercising a relationship between two of the eight components from the constructivist model SIOP (Sheltered Instruction Observation Protocol): Application and Assessment, through PBL (Project-Based Learning) in a content-language context at university level. It begins by compiling thoughts from various theorists who emphasize the importance of opening real application avenues to assess students learning. The research took place in a bilingual college in Bogotá, Colombia, during the second semester of 2011 and the first semester of 2012. The data analysis was taken from a group enrolled in a sixth semester class. Results make clear that through accompanying students through the proper use of PBL ladder, as an application tool, they will be able to value their own process of learning.
Universidad de La Sabana
2013-04-12 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2013.6.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 1 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3033
2016-04-19T13:06:18Z
LACLIL:ART
"130409 2013 eng "
2322-9721
2011-6721
dc
The use of comic strips as a means of teaching history in the EFL class: Proposal of activities based on two historical comic strips adhering to the principles of CLIL
Ravelo, Livia Carolina
Instituto Superior del Profesorado Joaquín V. González
Teaching English as a second or foreign language in a globalised world imposes constant innovations in methodological frameworks and didactic resources. As a consequence, English should be conceived not only as an object of study but also as the vehicular language to access cultural, sociological, historical as well as other sources of information. This paper is intended to show that the use of comic strips can be regarded as a valid resource to teach history in the EFL classroom with CLIL (content language integrated learning) as the methodological framework. To achieve this goal, activities designed around two historical comics on the Jewish Holocaust (Shoah) have been included; these can be used as example and adapted to plan other activities on other historical comics.
Universidad de La Sabana
2013-04-12 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2013.6.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 1 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3063
2016-04-19T13:21:21Z
LACLIL:ART
"130409 2013 eng "
2322-9721
2011-6721
dc
EFL learning among motivated and demotivated Iranian seminary students
Molavi, Ahmad
Azad University, Khorasgan Branch
Biria, Reza
Azad University, Khorasgan Branch
Demotivation is a relatively new issue in the field of second/foreign Language (L2) learning motivation. Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular. In the present study, an attempt has been made to distinguish the significant difference between EFL achievement of the motivated and demotivated Iranian seminary students. Fifty Iranian EFL seminary students were investigated using three validated questionnaires and tests. In the first stage 50 participants from among Iranian Islamic seminary students in Isfahan, Iran were selected through simple random sampling by the application of Oxford Placement Test (OPT, Allan, 1992) in order to select intermediate homogenous students. In the next stage, the modified version of Gardner’s Attitude/Motivation Test Battery (AMTB) questionnaire was applied to understand which students were motivated and which ones were not. Finally a general English proficiency test, namely, Interchange Objective Placement Test (IOPT) was administered to check the students’ English proficiency. It was found that demotivation definitely affects EFL learning. The results of the t-test, which was run between the means of the IOPT (English proficiency), for the two groups also show that those students whose AMTB score was higher also scored higher in the proficiency test. Accordingly, devising skills to motivate students to the greatest extent should be seen as central to teaching effectiveness and English language teachers and policy makers should try to find out different strategies in this regard.
Universidad de La Sabana
2013-04-12 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2013.6.1.4
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 1 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3088
2016-04-19T13:11:22Z
LACLIL:ART
"130409 2013 eng "
2322-9721
2011-6721
dc
Situated learning for adults acquiring a second language
Castillo, Rigoberto
Universidad Distrital Francisco Jose de Caldas
Vargas, Juan Carlos
Universidad Distrital Francisco Jose de Caldas
This article reports a case study of a group of English Language Learners involved in an outreach course which forms part of the social project Bogota Humana. To give meaning to learning another language (L2) the project held sessions inside and outside the classroom. The inquiry was directed on the perceptions of the local context and on its usefulness in L2 acquisition. It was found that outdoor spaces offer participants a sense of comfort which encourages participation and social interaction. They felt their identity, as adults and as citizens of the capital, was acknowledged.
Universidad de La Sabana
2013-04-12 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2013.6.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 1 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3138
2016-04-19T14:47:49Z
LACLIL:ART
"131023 2013 eng "
2322-9721
2011-6721
dc
The receptive vocabulary of Spanish 6th-grade primary-school students in CLIL instruction: A preliminary study
Canga Alonso, Andrés
University of La Rioja (Spain)
One of the key factors in early stages of L2 learning is the number of words learners know. However, there has been little research regarding the receptive vocabulary size of learners involved in content and language integrated learning (CLIL) programmes at primary level. Accordingly, the 2,000-word frequency band of the Vocabulary Levels Test (VLT) (Schmitt, Schmitt, & Clapham, 2001) was administered to explore the receptive vocabulary knowledge of 6th-grade, primary-level Spanish students learning English through CLIL instruction to relate their receptive vocabulary size to their ability to understand written and spoken discourse in English and to establish sex-based differences amongst the participants. The results show that students’ receptive vocabulary knowledge is below the 1,000 frequency band, which implies that students may find it difficult to understand spoken and written discourse in English (Laufer, 1992; Nation, 2001; Adolphs & Schmitt, 2004). As for sex-based differences, female students outscored their male partners in the VLT, but these differences were not statistically significant. Nevertheless, further research needs to be conducted with a larger sample of CLIL learners to compare groups from different schools implementing these programmes in the same area, as well as to compare their results with those obtained by students in traditional non-CLIL environments.
Universidad de La Sabana
2013-10-31 09:31:14
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3138
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 2 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3144
2016-04-19T14:53:02Z
LACLIL:ART
"131023 2013 eng "
2322-9721
2011-6721
dc
An EAP curriculum design of a content and language integrated learning program for hospitality students in Taiwan
Hou, Hsiao-I
National Kaohsiung University of Hospitality and Tourism
Although there are many pedagogical approaches to teaching English for Academic Purposes (EAP), most share the objective of preparing second language (L2) learners to engage academic study. This paper reports the findings of a case study that explores the approach to the development and features of a content-and-language integrated learning (CLIL) program at a hospitality university in Taiwan. The study describes the theoretical basis of the program and its relation to background and study rationale. Additionally, program development and implementation processes are described. The data were collected during an academic year with a combination of quantitative and qualitative methods including pre- and post- tests, a student questionnaire, field notes, and semi-structured interviews. The research results show that students in the higher performance group (HP) and the lower performance group (LP) have different opinions regarding selected materials, assigned homework to content knowledge learning, English instruction to content knowledge learning, and difficulties with the written tests. The research results are also consistent with previous studies. Practical implications for theory, practice, and future research are also discussed.
Universidad de La Sabana
2013-10-31 09:31:14
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3144
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 2 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3148
2016-04-19T14:45:01Z
LACLIL:ART
"131023 2013 eng "
2322-9721
2011-6721
dc
The use of the L1 in CLIL classes: The teachers’ perspective
Lasagabaster, David
University of the Basque Country
There are currently different perspectives about the role to be played by the L1 in CLIL (Context and Language Integrated Learning) contexts, although its use seems to be common practice. Some voices consider that the L1 only has a support function for explanation and its use should be minimized, whereas other voices state that the L1 has a learning function, as it can help to build up students’ lexicon and to foster their metalinguistic awareness. In this paper 35 in-service CLIL teachers were asked about their beliefs regarding the use of the L1 in their classes in Colombia. The results indicated that the participants were positive about L1 use, as they believed it can serve to scaffold language and content learning, although the amount of first language use varied greatly from teacher to teacher. The paper ends up by advocating for a principled L1 use, instead of the current randomized practices.
Universidad de La Sabana
2013-10-31 09:31:14
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3148
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 2 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3149
2016-04-19T14:49:53Z
LACLIL:ART
"131023 2013 eng "
2322-9721
2011-6721
dc
Developing academic register in CLIL: UK-based Spanish L2 students’ Latin America Political Economy writing in the UK
Hughes, Neil
Nottingham Trent University
This paper analyses student academic writing on a CLIL-module in Contemporary Latin American Political Economy delivered in Spanish on the Modern Languages degree at Nottingham Trent University in the UK. The analysis draws on student posts to a module discussion board used to debate, in Spanish, ideas, texts, issues and themes from the module syllabus.
It refutes the claim that for learners to make the transition to more formal registers requires CLIL teachers to incorporate an explicit focus on the words and structures that produce it. Instead it emphasises the importance of regular reading, writing and social interaction in the development of students’ academic writing proficiency. The incorporation of these elements into the module’s pedagogical framework ensures that students enjoy extended exposure to academic language and opportunities to use academic discourse for their own communicative ends.
The article adds to the developing body of CLIL research in a number of ways: it assesses a wider range of lexico-grammatical variables than most other studies in the field; it looks at a subject discipline, Latin American Political Economy, not yet addressed in CLIL research; it contributes to the diversification of CLIL research away from its almost exclusive focus on English towards other important world languages; it adds to the, at present, limited body of UK-based empirical research into this important approach to language and content teaching.
Universidad de La Sabana
2013-10-31 09:31:14
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3149
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 2 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3163
2016-04-15T15:35:09Z
LACLIL:ART
"151027 2015 eng "
2322-9721
2011-6721
dc
Applying CLIL to English language teaching in Thailand: Issues and challenges
Suwannoppharat, Khwanchit
English as an International Language Program, Faculty of Arts, Chulalongkorn University, Phatumwan, Bangkok Thailand 10330
Chinokul, Sumalee
Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University
Most countries in the world have been influenced by the trends of globalization and interculturality; accordingly, the English language and related cultures have come to play more important roles in global communication. Educational research, a primary source for language teaching and learning development, has increasingly emphasized the importance of integrating language and culture in teaching and learning processes. However, it is not easy for students who use English as a foreign language (EFL) to speak English fluently in an environment where English is rarely used outside the classroom. Teachers nevertheless try to find out the most appropriate teaching approach to develop their students’ English skills in order to serve the demands for English in the labor markets. This article discusses the application of CLIL in an EFL context—a case study in Thailand—with an emphasis on explanation of CLIL framework and principles and how these are implemented in Thailand as guidelines for developing EFL courses or curriculum. Both advantages and disadvantages of applying CLIL are examined and the difficulties of applying CLIL in the classroom are clarified to help EFL teachers plan their courses more effectively.
Key words: Content and Language Integrated Learning (CLIL), English communication, language teaching and learning, EFL context
Universidad de La Sabana
2015-11-18 09:34:30
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3163
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 2 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3186
2013-05-07T13:36:54Z
LACLIL:FRM
"130409 2013 eng "
2322-9721
2011-6721
dc
Journal Information
Anderson, Carl Edlund
Universidad de La Sabana http://unisabana.academia.edu/CarlAnderson
Journal Information
Universidad de La Sabana
2013-04-12 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3186
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 1 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3440
2016-04-19T14:55:39Z
LACLIL:ART
"131023 2013 eng "
2322-9721
2011-6721
dc
The relationship between language proficiency and Iranian EFL learners' knowledge of vocabulary depth versus vocabulary breadth
Tahmasebi, Gholam-Ali
Islamic Azad University, Khorasgan Branch
Haghverdi, Hamidreza
Islamic Azad University, Khorasgan Branch
Ghaedrahmat, Mehdi
Islamic azad university,Khorasgan, isfahan branch
The present study intended to examine the relationship between language proficiency and Iranian EFL learners' knowledge of vocabulary depth versus vocabulary breadth. To achieve this end, 80 students at Upper and Lower–Intermediate levels were randomly chosen from the population of Shahid Beheshti School in Khoramabad as participants of this study. First of all, an Oxford Placement test (OPT) was administered to determine the subjects’ level of proficiency. Each group at upper- and lower-intermediate levels received Nation 2000, 3000, and 5000 tests to determine the vocabulary size of the learners. Two weeks later, Vocabulary Knowledge Scale (VKS) was used in order to determine the learners’ vocabulary depth. The results of the correlation coefficients indicated that there was a significant relationship between vocabulary breadth, vocabulary depth and language proficiency of the learners. In addition, the results of multiple regression revealed that vocabulary depth is a better predictor of learners’ language proficiency than of vocabulary breadth.
Keywords: language proficiency, vocabulary breadth, vocabulary depth, EFL learners, vocabulary knowledge scale.
Universidad de La Sabana
2013-10-31 09:31:14
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3440
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 2 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3568
2016-04-19T16:42:40Z
LACLIL:ART
"140426 2014 eng "
2322-9721
2011-6721
dc
Leaving the “peer” out of peer-editing: Online translators as a pedagogical tool in the Spanish as a second language classroom.
Correa, Maite
Colorado State University
If you can not beat them, join him [sic] (Google Translation of Si no puedes con tu enemigo, únete a él). Academic dishonesty is widespread in schools and colleges across the world, and with the advent of technology, cheating is easier than ever: While computers and the internet provide students with all the tools they need to plagiarize from the comfort of their own home, instructors find themselves playing “forensic linguist” in order to gather evidence of cheating.
Academic dishonesty in the foreign language classroom is not that different from academic dishonesty in other disciplines except for two areas: unauthorized editing by a proficient/native speaker and the use of online translators (OTs). While these two are not usually an issue for assignments in chemistry or psychology, they are two well-known types of academic dishonesty in the foreign languages. In this paper, I examine the use of OTs: how are they different from an online dictionary? How can they be detected? How can their use be prevented? Finally, I propose using them as part of the class in order to discourage/minimize academic dishonesty and raise metalinguistic awareness.
Universidad de La Sabana
2014-04-30 17:49:01
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3568
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 1 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3695
2016-04-19T17:36:34Z
LACLIL:ART
"140429 2014 eng "
2322-9721
2011-6721
dc
The development of a vocabulary instruction model for content and language integrated learning for English language learners in Bangkok
McBain, Robert Alexander
Saint Joseph Bangna School
ABAC University
Mhunpiew, Nathara
The Graduate School of Education, ABAC University
This paper presents a research project on content vocabulary instruction with a focus on the development of a model to improve vocabulary learning in a content language integrated learning (CLIL) environment. The model was based on Cronbachs 1942 and Stahl and Fairbanks 1986 theories of vocabulary learning which emphasise a progressive approach starting at a basic level and then an intermediate level and which culminates to a productive stage of specific vocabulary. The model also relates to the analysis of classroom discourse which highlights the importance of a student centered learning approach where emphasis is placed on encouraging students to progress more at their own pace and in their own time rather than the circumstances set by the teacher, in light of concerns over the amount of and frequent use of content vocabulary; while studying major theories in content area studies.
Universidad de La Sabana
2014-04-30 17:49:01
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3695
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 1 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3700
2016-04-19T14:40:11Z
LACLIL:FRM
"131023 2013 eng "
2322-9721
2011-6721
dc
Journal information
Anderson, Carl Edlund
Universidad de La Sabana http://unisabana.academia.edu/CarlAnderson
The Latin American Journal of Content & Language Integrated Learning (LACLIL) is a peer-reviewed journal focused on CLIL (Content and Language Integrated Learning), multilingualism, multilingual education, languages for special purposes, interculturality, and CALL (computer-assisted language learning) throughout Latin America and around the world aimed at teachers, researchers, and educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies.
Universidad de La Sabana
2013-10-31 09:31:14
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3700
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 2 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3719
2016-04-19T14:56:51Z
LACLIL:FRM
"131031 2013 eng "
2322-9721
2011-6721
dc
Editorial introduction
McDougald, Jermaine S.
Universidad de La Sabana
Welcome to Volume 6, Issue 2 of the Latin American Journal of Content and Language Integrated Learning (LACLIL). This issue offers reflections on areasrelated to the integration of content and language in a variety of contexts—including Colombia, Spain, the United Kingdom, Taiwan, and Iran—in whichresearchers provide us with opportunities to reflect on current teaching practices.Globalization is making the world interconnected in ways previously un seen (Mehisto, Marsh, & Frigols, 2008, p. 10); with this in mind, the current issueof LACLIL also shows how CLIL is becoming more globalized as well, rapidly becom ing an “innovative methodology” that caters to the needs of the newgeneration at hand (Graddol, 2005 , p. 2). Nowadays, language-learning andcontent-learning are increasingly driven by learners’ desires to be connected tothis globalized world, in which boundaries cease to exist, to access opportunitiesthat may not have been available beforehand.
Universidad de La Sabana
2013-10-31 09:31:14
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3719
Latin American Journal of Content & Language Integrated Learning; Vol. 6 No. 2 (2013)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3870
2016-04-19T17:35:49Z
LACLIL:ART
"140429 2014 eng "
2322-9721
2011-6721
dc
An exercise in course-book evaluation: Strengths, weaknesses, and recommendations regarding New English file: Elementary
Gutiérrez-Bermúdez, Julián Felipe
Secretaría de Educación Distrital
Often overlooked and reduced to a quick and shallow ‘flick test’, materials evaluation is a necessary skill for English Language Teachers to acquire. It serves the logistical purpose of making an effective selection of materials that cater to their students’ needs as well as their own, and puts them in contact with opportunities for further development of their practices based upon the contents and activities found throughout the evaluation process of a given teaching material. The purpose of this article will be then, to conduct an exercise in materials evaluation using Oxford University Press’ New English File series. By making a review of the different theoretical stances and experiences on the matter, it will be possible to develop a series of criteria with which to conduct a structured, qualitative evaluation. Based on the results of the application of the aforementioned criteria, it will be possible to conclude on the suitability of this teaching material on a particular context.
Universidad de La Sabana
2014-04-30 17:49:01
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3870
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 1 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3975
2016-04-15T15:40:44Z
LACLIL:ART
"150428 2015 eng "
2322-9721
2011-6721
dc
CLIL in Galicia: Repercussions on academic performance
González Gándara, David
Universidade de Santiago de Compostela
There is a concern in Galicia about possible negative effects on academic performance caused by the introduction of CLIL in schools. It has been said that a context where three languages coexist as vehicles of education is too much for the students, especially in primary education. In this study, the academic grades of 747 students from 13 primary schools in Galicia were analyzed, for two consecutive school years. Data was gathered from students of all ages. The results tell us that the difference in performance for the CLIL and the non-CLIL groups cannot be considered significant, that is, there were no negative effects on academic performance caused by CLIL. If we consider as well that there is a big number of studies demonstrating the positive effects of CLIL in some areas, the conclusion is that CLIL should be reinforced in schools.
Universidad de La Sabana
2015-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3975
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/3997
2016-04-19T16:48:46Z
LACLIL:ART
"140429 2014 eng "
2322-9721
2011-6721
dc
Comics and CLIL: Producing quality output in social sciences with Tintin
Llull, Josué
Cardenal Cisneros University College,
University of Alcalá http://www.cardenalcisneros.es
Comics are a significant product of mass culture that reflect the values and models of contemporary societies. Beyond their original function for entertainment, many authors have pointed out the potential of comics as a motivating resource for a wide range of educational purposes. Therefore, the use of comics has been extensively applied to increase literacy, promote creativity, develop critical thinking and to reflect on cultural and social values. This paper is intended to draw attention to the didactic possibilities that the Tintin comic books can have for learning Social Sciences. My reasoning is based on a CLIL classroom experience that has been developed over the last two years in one of the Primary Education degree programmes at Cardenal Cisneros University College, in Alcalá de Henares, Spain. As a conclusion, comics can certainly be used not only to motivate and facilitate the learning process, but also to generate new didactic proposals based on the interaction between texts and visuals. These types of proposals can be particularly helpful to teach curricular contents through a foreign language, such as the case in bilingual contexts.
Universidad de La Sabana
2014-04-30 17:49:01
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/3997
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 1 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4018
2016-04-19T16:46:26Z
LACLIL:ART
"140429 2014 eng "
2322-9721
2011-6721
dc
Developing autonomy through portfolios and networks in CLIL lectures
Adamson, John Lindsay
University of Niigata Prefecture
This study has explored the use of portfolios and of awareness-raising of literacy networks in a CLIL lecture preparation class for first-year undergraduates in a Japanese university. It is argued that CLIL-related literature has a paucity of practical studies investigating these two elements essential to autonomy-building, particularly for students who have been previously mostly exposed to teacher-centered modes of instruction. Questionnaires asking students their perceptions of portfolio use and self-study were gathered over three years and were coupled with a one year small-scale data set of student-drawn ‘literacy maps’ exploring who and what materials students had consulted to produce a final lecture-related report. Findings revealed increased awareness of the importance of portfolio and self-study and even their cross-fertilization over to other classes across the language and content curricula; however, some reticence was evident regarding self-scoring in self-study mode, showing that the transition from traditional teacher-centredness at high school had not yet been overcome. Also, of importance was the initially extensive use of self-access center advisors which, when withdrawn, may have negatively impacted students’ literacy networks. Implications to be drawn from this study lie primarily in the expanded use of portfolios and increased awareness-raising of student networks as important means towards the development of autonomous study skills and literacy. Questions do, however, remain as to the extent that this approach actually mirrors English-medium instruction in content classes at the university.
Universidad de La Sabana
2014-04-30 17:49:01
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4018
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 1 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4087
2016-04-19T16:52:37Z
LACLIL:ART
"140429 2014 eng "
2322-9721
2011-6721
dc
A comparative corpus–based analysis of lexical collocations used in EFL textbooks
Molavi, Ahmad
Azad University, Khorasgan Branch
Koosha, Mansour
Azad University, Khorasgan Branch
Hosseini, Hossein
Azad University, Khorasgan Branch
As collocations play an important role in second language learning, especially at intermediate-advanced levels, the present study not only seeks to examine distribution of Lexical collocations in three selected series of general English textbooks, Interchange Third Edition by (Jack C. Richards and Jonathan Hull, 2005), American Headway by (Liz and John Soars, 2003), American File by (Clive Oxenden and Christina Latham Koeing, 2008),through analyzing, face to face and telephone conversation scripts collected from intermediate and upper-intermediate level books of the aforementioned series, but also employs Open American National Corpus (OANC) available online and AntConc 3.2.1concordancer program to compare Lexical collocations from textbook to their real use by native-speakers. The findings of present research suggested that especial attention has been paid to specific types of lexical collocations noun + verb and adjective + noun while the frequency of collocations in series could not be affective on learners collocations learning and on the other hand comparing textbooks collocations to reference corpus (OANC) showed choice of collocations in these series did not have big refers to real use of language by native speakers.
Universidad de La Sabana
2014-04-30 17:49:01
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4087
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 1 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4105
2016-04-19T17:54:30Z
LACLIL:ART
"141023 2014 eng "
2322-9721
2011-6721
dc
Demystifying some possible limitations of CLIL (content and language integrated learning) in the EFL classroom
Ravelo, Livia Carolina
Instituto Superior Dr. Joaquín V. González
As a result of globalization, the world is constantly changing, people are overwhelmed with information and English is the language that typically serves as lingua franca to learn new content. In recent years, as a direct response to these changes, CLIL (Content and Language Integrated Learning) may be considered the approach in charge of providing suitable answers despite its possible limitations. Innovations, changes, students´ needs, new resources, meaningful content and a communicative perspective are involved in CLIL, a profitable and valuable means to teaching English as a Foreign Language. The main purpose of this work is to encourage EFL teachers to implement this approach, in spite of its constraints. Now the challenge seems to be finding out how this approach will lead us towards the achievement our goal.
Keywords: CLIL drawbacks, CLIL implementation, EFL teaching contexts
Universidad de La Sabana
2014-10-31 14:38:07
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4105
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4162
2016-04-19T16:39:44Z
LACLIL:FRM
"140429 2014 eng "
2322-9721
2011-6721
dc
Journal Information
Anderson, Carl Edlund
Universidad de La Sabana http://unisabana.academia.edu/CarlAnderson
The Latin American Journal of Content & Language Integrated Learning LACLIL) is a peer-reviewed journal focused on CLIL (Content and Language Integrated Learning), multilingualism, multilingual education, languages for special purposes, interculturality, and CALL (computer-assisted language learning) throughout Latin America and around the world aimed at teachers, researchers, and educational administrators who are interested in researching, implementing, or improving language - learning approaches, techniques, materials, and policies.
Universidad de La Sabana
2014-04-30 17:49:01
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4162
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 1 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4171
2016-04-15T16:03:30Z
LACLIL:ART
"141022 2014 eng "
2322-9721
2011-6721
dc
Motivation and gender effect in receptive vocabulary learning: An exploratory analysis in CLIL primary education
Fernández-Fontecha, Almudena
University of La Rioja
The present paper seeks to address the connection between the receptive vocabulary size and motivation towards EFL of a group of CLIL primary graders by paying special attention to learners’ gender variation. In particular, our goal is to probe into (1) gender variation in EFL receptive vocabulary size, (2) gender variation in motivation towards the foreign language, and (3) the relationship between motivation towards the foreign language and scores in a receptive vocabulary test. No statistically significant differences are found on gender variation neither in EFL receptive vocabulary size nor in motivation, both boys and girls follow quite similar patterns; finally, we have identified a positive correlation between boys’ levels of intrinsic motivation and the number of words they know receptively. The waning effect of CLIL on gender variation, as shown in previous research, is adduced here as one of the possible sources of lack of differences both in vocabulary achievement and motivation.
Universidad de La Sabana
2014-10-31 14:38:07
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4171
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4220
2016-04-15T16:04:40Z
LACLIL:ART
"141022 2014 eng "
2322-9721
2011-6721
dc
A case study on teacher training needs in the Madrid bilingual project
Cabezuelo Gutierrez, Pilar
Centro Universitario Cardenal Cisneros
Fernández Fernández, Raquel
Centro Universitario Cardenal Cisneros/Universidad de Alcalá
Bilingual education programmes are increasingly important in non-English speaking countries as part of the necessary adaptation demanded by the “White Paper on Education and Training” (1995) in both educational and social fields thus becoming a key element in any long-term academic planning. The present case study analyses the opinion of 17 primary teachers in the bilingual programme with regard to the language and methodological training received during the eight years of implementation. The study also aims to gather feedback from the teachers in order to define potential teacher training improvement opportunities. This study stems from two previous studies conducted by Fernández et al (2005) and Fernández and Halbach (2011) as the basis of understanding how the teachers feel about their initial training, its application to real-life classes and their current/future needs in this area. After carefully analysing all the results, it seems that the situation within teacher training has improved over the years. However, there is still much work to be done in order to make this project progress successfully.
Universidad de La Sabana
2014-10-31 14:38:07
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4220
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4234
2019-07-15T18:23:31Z
LACLIL:ART
"161122 2016 eng "
2322-9721
2011-6721
dc
Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes
Arribas, Mario
Universidad de La Rioja
CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students’ receptive vocabulary outcomes. All students (n=403) enrolled in secondary education in a bilingual school fulfilled a questionnaire and completed two receptive vocabulary level tests (VLT 2k and 3k bands). The findings of the study report on all learners’ opinions and it also correlates vocabulary outcomes from students of the last year of compulsory education (16 years old) with their motivation towards English. Once we analysed the questionnaire and the 2k and 3k versions of the VLT, we concluded that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation, albeit differences were not found statistically significant (Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, and Mann-Whitney tests). We attribute this lack of statistical significance to the irregular CLIL implementation in the school and the short experience of the school with this methodology.
doi: 10.5294/laclil.2016.9.2.2
Universidad de La Sabana
2016-12-31 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4234
Latin American Journal of Content & Language Integrated Learning; Vol. 9 No. 2 (2016)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4315
2016-04-15T16:01:45Z
LACLIL:ART
"141009 2014 eng "
2322-9721
2011-6721
dc
Democratizing didactic transposition: Negotiations between learners and their teacher in a secondary school
Banegas, Dario Luis
Warwick University, Coventry, UK
Didactic transposition is a concept not usually found in TESOL but common to the teaching of subjects and languages such as French or Spanish. This term refers to the pedagogic transformations that occur between knowledge of reference and school knowledge. This article examines how such a process of transformations was democratized by engaging a group of secondary school learners to suggest topics, sources of input, and activities for the development of language-driven CLIL (Content and Language Integrated Learning) lessons. Through action research, an EFL (English as a Foreign Language) teacher in Argentina developed lessons and materials during one school year following the learners’ suggestions and evaluation. Data were gathered through class interviews, surveys, and the teacher-researcher’s own research journal. The experience shows that didactic transposition inscribed in sociocultural theory may become a democratic act when (1) teachers and learners not only negotiate topics and materials but, more importantly, discuss their motivations, needs, and interests and (2) teachers create spaces to incorporate learner voices systematically and coherently in a manner that improves language learning.
Universidad de La Sabana
2014-10-31 14:38:07
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4315
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4449
2016-04-15T15:50:03Z
LACLIL:ART
"150428 2015 eng "
2322-9721
2011-6721
dc
La ansiedad y la presencia de un desconocido en una clase de lenguas extranjeras
Smith, Bryant
Despite a plethora of information on the topic of anxiety in academic settings, the ways that anxiety affect student performance remains unclear, especially in the foreign language classroom. The present paper describes a study that was conducted in which American students in a university-level Spanish class gave insight into various aspects of their anxiety. Results reveal that students who admit to having both high and low levels of anxiety performed worse on a grammar test than students who admitted to feeling “normal.” Students also proved to be poor judges of their own performance as their accuracy was compared to a post-task questionnaire. The presence of a person other than the teacher did not affect the students’ performance. Finally, despite its reputation for being anxiety inducing, the students surveyed ranked foreign languages as less stressful than other academic subjects. Results indicate that instead of aiming to remove all anxiety in a foreign language class, instructors might aspire to make students feel as normal as possible.
Universidad de La Sabana
2015-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4449
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
spa
Copyright (c)
oai:revistas.unisabana.edu.co:article/4486
2016-04-19T18:11:03Z
LACLIL:ART
"141029 2014 eng "
2322-9721
2011-6721
dc
Integrating language and content related to different university degree programs
Oliva Parera, Pablo Marcelo
Monterey Institute of International Studies
Nuñez Delgado, María Pilar
En este artículo se presenta la descripción de una experiencia por parte de un grupo de estudiantes de nivel universitario al currículo de una clase AICLE (Aprendizaje Integrado de Contenidos y de Lengua Extranjera) en español. Un aporte en esta dirección lo constituye el tener en cuenta los intereses de los estudiantes, o como en este caso particular, el itinerario de estudios en carreras universitarias. En este caso, un grupo de estudiantes está cursando una clase de español en el nivel -Intermedio medio y alto- (ACTFL, 2012), y cuya concentración de estudios son diferentes maestrías (política internacional, medioambiente, negocios) en una universidad en Estados Unidos. Los estudiantes tuvieron la oportunidad de trabajar con contenidos afines a sus carreras durante un semestre. Como parte de la medición de las habilidades, el instructor a cargo de los cursos utilizó el portafolios de lenguas europeo adaptado al contexto universitario estadounidense.
Palabras claves: autonomía, desarrollo curricular, portafolios, AICLE, motivación.
Abstract
This article will show the description of an experience involving a group of graduate- university students taking a CLIL (Content and Language Integrated Learning) course in Spanish as a Foreign Language. An important contribution in this study is to show that it is possible to achieve the integration of content and language by incorporating the content of the students’ interests related to the concentrations of their master’s degrees. This group of students is taking a Spanish class -low and mid- Intermediate- (ACTFL, 2012). Their fields of their Masters varied from international policy to environmental studies, business. The students had the opportunity to work with content related to their careers during a semester. The instructor resorted to an adaptation of the European Language Portfolio in order to measure part of their performance in class.
Key words: autonomy, curriculum development, portfolios, Content and Language Integrated Learning, motivation.
Universidad de La Sabana
2014-10-31 14:38:07
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4486
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
spa
Copyright (c)
oai:revistas.unisabana.edu.co:article/4587
2016-04-19T18:02:16Z
LACLIL:ART
"141029 2014 eng "
2322-9721
2011-6721
dc
The effects of context-dependent and context-independent test design on Iranian EFL learners' performance on vocabulary tests
Abdi Tabari, Mahmoud
Oklahoma State University
The purpose of this study was to explore on the role of context in vocabulary assessment. In addition, it was intended to determine how learners from almost different proficiency groups at the Intermediate level performed on two context-dependent and context-independent tests. The result of the research serves more about the best format for vocabulary assessment. In doing so, the performance of identical items on both the matching test (context-independent test) and the C-test (context-dependent test) was compared on English L2 university students (n=40). The result showed that all students performed slightly better on the matching test than the C-test. Therefore, Context did not play a major role in their performance in the C-test. Secondly, high intermediate learners performed much better on both test than the low Intermediate level. Hence, it can be concluded that higher ability learners use more context in response to items in the text than the lower one.
Universidad de La Sabana
2014-10-31 14:38:07
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4587
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4725
2016-04-15T16:00:18Z
LACLIL:FRM
"141029 2014 eng "
2322-9721
2011-6721
dc
Journal information
Anderson, Carl Edlund
Universidad de La Sabana http://unisabana.academia.edu/CarlAnderson
The Latin American Journal of Content & Language Integrated Learning (LACLIL) is a no-fee, open-access, peer-reviewed journal focused on CLIL (Content and Language Integrated Learning), multilingualism, multilingual education, languages for special purposes, interculturality, and CALL (computer-assisted language learning) throughout Latin America and around the world aimed at teachers, researchers, and educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies.
Universidad de La Sabana
2014-10-31 14:38:07
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4725
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4730
2016-04-15T15:53:03Z
LACLIL:ART
"150428 2015 eng "
2322-9721
2011-6721
dc
Content and language symbiosis in a maieutic, translanguaging pattern: An exploratory practice in Italy
Agolli, Renata
This paper aims to introduce pre- CLIL through the CLSL (Content & Languages (L1/L2) Shared Learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language develop in a translanguaging pattern. It further discusses the impact it may have on a national and international level by observing that the gradual nuances of pre- CLIL tend to soothe and mainly vivify the learning experience. At the same time the stakeholders’ voices extend the role of the CLSL model by giving life to a democratic and diversified learning that can perceive the alternative CLIL practice in a tripartite mode. CLSL emerges as a dynamic phase that enhances inter-content and linguistic competences by rendering language and content learning through code-switching dialogic and participatory instigating a new inter-learning experience.
Universidad de La Sabana
2015-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4730
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4738
2016-04-19T18:30:29Z
LACLIL:FRM
"141031 2014 eng "
2322-9721
2011-6721
dc
Editorial introduction
McDougald, Jermaine S.
Universidad de La Sabana
Welcome to Volume 7, Issue 2 of the Latin American Journal of Content and Language Integrated Learning (LACLIL). This issue offers insights from researchers on areas related to didactic transposition, vocabulary and gender variation, teacher training, CLIL implementation, vocabulary assessment and CLIL with Spanish as a foreign language. Researchers from a variety of contexts —Argentina, and Spain, as well as different parts of the United States—with a variety of leaners (primary, secondary, and tertiary education), share how CLIL has been working in their context. More and more practitioners are increasingly looking at the multiple ways in which CLIL can be implemented in accordance with their contexts, which serves an indicator that CLIL is starting to make a difference in more educational contexts worldwide.
Universidad de La Sabana
2014-10-31 14:38:07
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4738
Latin American Journal of Content & Language Integrated Learning; Vol. 7 No. 2 (2014)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4784
2019-07-15T18:23:31Z
LACLIL:ART
"161123 2016 eng "
2322-9721
2011-6721
dc
The effect of explicit vs. implicit instruction on mastering the speech act of thanking among Iranian male and female EFL learners
Ghaedrahmat, Mehdi
Islamic azad university,Khorasgan, isfahan branch
Alavinia, Parviz
parviz Alavinia holds a PhD in TEFL, he has been teaching at universities of Urmia for more than 10 years. He is an associate professor at University of Urmia, Iran
Biria, Reza
Islamic Azad University, Isfahan, Khorasgan Branch
This pragmatic study investigated the speech act of thanking as used by non-native speakers of English. The study was an attempt to find whether the pragmatic awareness of Iranian EFL learners could be improved through explicit instruction of the structure of the speech act of “Thanking”. In fact, this study aimed to find out if there was a significant difference between the performances of EFL learners in using the speech act of thanking when they were taught through explicit instruction of speech acts compared with implicit instruction. To this end, 30 Iranian intermediate EFL learners at Pars language institute were chosen, and they were classified as experimental and control group. The researcher adopted a discourse completion test (DCT) to gather the necessary data. The results showed that those learners who were taught explicitly outperformed those to whom implicit instruction was used.
doi: 10.5294/laclil.2016.9.2.7
Universidad de La Sabana
2016-12-31 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4784
Latin American Journal of Content & Language Integrated Learning; Vol. 9 No. 2 (2016)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/4802
2016-04-15T15:31:44Z
LACLIL:ART
"151027 2015 eng "
2322-9721
2011-6721
dc
Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter?
Farahani, Ali Akbar
University of Tehran, Iran
Salajegheh, Soory
University of Tehran, Iran
Although the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined with the immediate category specifically referring to ‘very soon’ and ‘after speaking’ and the delayed one relating to ‘after activities’ and ‘end of class’ sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda’s questionnaire. The obtained data were analyzed through MANOVA, the results of which showed teachers’ preferences towards the immediate correction and the learners’ inclination towards the delayed correction. Based on the results, specific properties and circumstances in relation to the timing of feedback were proposed to enhance its efficiency in L2 classrooms.
Universidad de La Sabana
2015-11-18 09:34:30
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4802
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 2 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5037
2016-04-15T15:39:38Z
LACLIL:ART
"150428 2015 eng "
2322-9721
2011-6721
dc
A critical vision of the CLIL approach in secondary education: A study in the Valencian Community in Spain
Guillamón-Suesta, Francisco
Universitat Jaume I
Departamento de Estudios Ingleses. Facultad de Ciencias Humanas y Sociales
Campus Riu Sec
12071- Castellón, Spain
Tel: +34-64-729535
Fax: +34-64-729261
Renau Renau, Maria Luisa
Universitat Jaume I
Departamento de Estudios Ingleses. Facultad de Ciencias Humanas y Sociales.
Campus Riu Sec
12071- Castellón, Spain
Tel: +34-64-729535
Fax: +34-64-729261
Content and language integrated learning (CLIL) has emerged in European education as an effective method to enhance and reinforce students’ competence in English and skills while covering traditional content areas. This paper presents a research study into CLIL in secondary education in the area of Castellón in the Valencian Community, Spain. Our first objective of this work involves defining whether some content subjects in some secondary schools of the area are being delivered using English as the vehicular language or not. Secondly, the study also pursues to detect the attitudes and background of the English-language and the content teachers of those centres in relation to CLIL by means of two types of CLIL questionnaires. Results show that even though CLIL has not been introduced officially in any of these secondary schools, some of the teachers have already applied it in specific modules of nursery and primary education. English and content teachers show a positive attitude towards the effects that CLIL could have on their students, and they are eager to cooperate in its implementation.
Keywords: CLIL, Spanish and Valencian CLIL Contexts, CLIL in Secondary Education, English and Content Teachers.
Universidad de La Sabana
2015-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5037
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5091
2016-04-15T15:45:46Z
LACLIL:ART
"150428 2015 eng "
2322-9721
2011-6721
dc
Comparing the language policies and the students’ perceptions of CLIL in tertiary education in Spain and Japan
Tsuchiya, Keiko
Tokai University
Pérez Murillo, Maria D.
The Complutense University of Madrid
Content and language integrated learning (CLIL) was widely implemented in the education system in Europe in the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recently, CLIL in English has been introduced in higher education in Japan although its implementation is still at an early stage. This article aims to provide a brief overview of CLIL in higher education in Spain, which advances CLIL research, and in Japan in relation to the social economic rationales, and to investigate students’ perceptions of CLIL implementation in the two countries through questionnaire surveys.
The results show differences in social economic rationales of CLIL implementation in both countries: CLIL in Spain, on the one hand, is ‘proactive’ (Coyle, Hood & Marsh 2010), adhering the bilingual and multilingual education policy in the European Union. In Japan, on the other hand, introduction of CLIL seems to be ‘reactive’ to provide human resources with English proficiency for its economic purposes. In terms of students’ perceptions, about a half of the respondents in both countries shows a positive view of CLIL at tertiary level.
Universidad de La Sabana
2015-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5091
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5279
2016-04-15T15:54:15Z
LACLIL:ART
"150428 2015 eng "
2322-9721
2011-6721
dc
Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches
Abdi Tabari, Mahmoud
Oklahoma State University
Ivey, Toni A.
Oklahoma State University
This paper provides a methodological review of previous research on cognitive task complexity, since the term emerged in 1995, and investigates why much research was more quantitative rather than qualitative. Moreover, it sheds light onto the studies which used the mixed-methods approach and determines which version of the mixed-methods designs was frequently used. The results reveal that many studies in the field of cognitive task-based research used quantitative rather than qualitative experimental design to collect and interpret their findings. These studies were more oriented to post-positivistim supported by an objectivist epistemology. However, limited studies utilized mixed-methods approach to consider the effects of cognitive task complexity on linguistic performance in L2 context. The theoretical perspective behind these studies was pragmatism. The mixed-methods studies only used the explanatory sequential design to collect data and interpret their findings while other versions of the mixed-methods research designs were left undefined. To conclude, the paper identifies the current gap in methodology of the studies and offers recommendations for how to obtain more comprehensive and generalizable findings by utilizing other versions of the mixed-methods studies.
Universidad de La Sabana
2015-04-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5279
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5347
2016-04-15T15:36:55Z
LACLIL:FRM
"150429 2015 eng "
2322-9721
2011-6721
dc
Journal information
Anderson, Carl Edlund
Universidad de La Sabana http://unisabana.academia.edu/CarlAnderson
The Latin American Journal of Content & Language Integrated Learning (LACLIL) is a no-fee, open-access, peerreviewed journal focused on CLIL (Content and Language Integrated Learning), multilingualism, multilingual education, languages for special purposes, interculturality, and CALL (computer-assisted language learning) throughout Latin America and around the world aimed at teachers, researchers, and educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies
Universidad de La Sabana
2015-04-30 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5347
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5351
2016-04-19T18:31:29Z
LACLIL:FRM
"150430 2015 eng "
2322-9721
2011-6721
dc
Editorial introduction
McDougald, Jermaine S.
Universidad de La Sabana
Welcome to Volume 8, Issue 1 of the Latin American Journal of Content and Language Integrated Learning (LACLIL). This issue presents a variety of research endeavors on how content and language are being treated at different levels of education. Nowadays, the progression of foreign language teaching and each of its methods and approaches are taking place in a framework in which the term innovation is fundamental. The pace of globalization has been rapidly increasing, strongly affecting cooperation and communication across cultures. This is why it is very important that practitioners and researchers alike participate in making the teaching and learning process much more meaningful in the twenty-first century classroom. Therefore appreciating and analyzing our own cultural perspective against foreign cultural perspective are essential elements in the development of intercultural competence
Universidad de La Sabana
2015-04-30 00:00:00
Front Matter
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5351
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 1 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5460
2019-07-15T18:24:17Z
LACLIL:ART
"160611 2016 eng "
2322-9721
2011-6721
dc
Teachers develop CLIL materials in Argentina: A workshop experience
Banegas, Dario Luis
Warwick University, Coventry, UK & Ministerio de Educación del Chubut, Argentina
Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless,CLIL as a language learning approach has been implemented in LatinAmerica in different ways and models: content-driven models and language-drivenmodels. As regards the latter, new school curricula demand that CLIL be usedin secondary education in Argentina and that teacher pedagogies and materialsmatch the L1 curriculum and overall context. Therefore, teachers initially educatedin other paradigms need professional development opportunities to understandCLIL as an innovative language teaching approach. The aim of this article isto reflect on CLIL materials produced by a group of Argentinian teachers as partof a professional development workshop. In this article, I shall first conceptualizeCLIL and review the literature around CLIL materials. Then, I describe the workshopand offer content analysis of participants’ lesson plans. I shall conclude withemergent working principles based on these participants’ practices and suggestionsfor further research.
doi:10.5294/laclil.2016.9.1.2
Universidad de La Sabana
2016-06-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5460
Latin American Journal of Content & Language Integrated Learning; Vol. 9 No. 1 (2016)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5474
2019-07-15T18:24:17Z
LACLIL:ART
"160611 2016 eng "
2322-9721
2011-6721
dc
Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation
Toh, Glenn
Tamagawa University
Center for English as a Lingua Franca
Japanese universities have lately begun to teach academic content in Englishinstead of Japanese. In this article, I examine curricular and ideological issuesrelated to having English as a medium of instruction (EMI) at a Japanese universitybefore examining their links to larger cultural-political forces in Japan, includingneoconservative agendas. My discussion is framed within the settingof a Japanese higher education facing the challenges of: (1) low enrolments andinstitutional solvency; (2) curricular reform in keeping with the need for institutionalrenewal. Specifically, based on a critical narrative inquiry into a workplaceencounter involving two university courses, one in introductory psychologyand another in English for Academic Purposes (EAP), I will explore the ideologically-embedded nature of discourses affecting professional understandings oflanguage, meaning making and curriculum. I will also observe that the ‘changes’resulting from the adoption of EMI are only superficial and that the role andstatus of English, in reality, remains circumscribed.
doi:10.5294/laclil.2016.9.1.9
Universidad de La Sabana
2016-06-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5474
Latin American Journal of Content & Language Integrated Learning; Vol. 9 No. 1 (2016)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5493
2019-07-15T18:24:17Z
LACLIL:ART
"160611 2016 eng "
2322-9721
2011-6721
dc
The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)
Ouazizi, Khalid
Vrije Universiteit Brussels (PhD student)
The New High School Tata (Teacher)
This paper investigates the effects of Content and Language Integrated Learning,CLIL for short, on both the attainment of the subject matter, mathematics in ourcase, hence the content aspect of CLIL. The second axes of research focuses on theeffect of CLIL on the learners’ proficiency vis-à-vis the language of instruction,epitomized here by English- hence the linguistic aspect of CLIL education. Thispaper adopts a multiple approach methodology to deal with the research questionsat hand. I concluded on the basis of field work, this includes data coding andanalysis, questionnaire design and analysis, an administered mathematical test,and the teacher’s continuous assessment of his students, that CLIL education ismore effective than traditional educational systems in helping learners to achievehigh proficiency levels in the target language (English) and to attain high levelsof competence in the subject matter (mathematics). I believe these results mightbe explained by an existing of a covert tradeoff between the brain mechanismsinvolved in learning both mathematics and languages as well as by the pedagogicalopportunities, provided by CLIL environment, and which echo, to a great extent,L1 acquisition environment.
doi:10.5294/laclil.2016.9.1.5
Universidad de La Sabana
2016-06-30 00:00:00
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5493
Latin American Journal of Content & Language Integrated Learning; Vol. 9 No. 1 (2016)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5775
2016-07-01T16:52:57Z
LACLIL:ART
"151027 2015 eng "
2322-9721
2011-6721
dc
Project Work in CLIL: A Bibliographical Review
Casan-Pitarch, Ricardo
Universidad Católica San Antonio de Murcia
The article "Project work in CLIL: A bibliographical review" has been retracted at the request of the authorities of the Universidad Católica San Antonio de Murcia (Murcia, Spain) as the manuscript was found to contain a substantial amount of content derived without credit or citation from the unpublished work of researchers at that institution.
El artículo "El trabajo de proyectos en CLIL: Una revisión bibliográfica" a petición de las autoridades de la Universidad Católica San Antonio de Murcia (Murcia, España) que se encontró el manuscrito para contener una cantidad sustancial de contenido derivado sin crédito o cita de las obras inéditas de investigadores de esa institución.
For further information/Para información adicional:
http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/6714
Universidad de La Sabana
2015-11-18 09:34:30
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5775
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 2 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5791
2016-04-15T15:20:36Z
LACLIL:5CLIL
"150908 2015 eng "
2322-9721
2011-6721
dc
Sharing views of CLIL lesson planning in language teacher education
Banegas, Dario Luis
Warwick University, Coventry, UK
Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees’ perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers’ voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.
Universidad de La Sabana
2015-11-18 09:34:30
Paper from the 5th Biennial CLIL Symposium
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5791
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 2 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5915
2016-04-15T15:17:17Z
LACLIL:5CLIL
"151027 2015 eng "
2322-9721
2011-6721
dc
Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning
Coyle, Do
University of Aberdeen http://www.abdn.ac.uk/education/people/profiles/do.coyle
Over the last two decades, the expansion of Content and Language Integrated Learning (CLIL) on a global scale has brought to the fore challenges of how alternative, more holistic approaches to learning might transform classrooms into language-rich transcultural environments. Integrated approaches have the potential to offer learners the opportunity to engage in meaning-making and language progression through cognitively challenging and culturally-embedded sequenced activities, which are reflected in the 4Cs Framework (Content, Cognition, Communication, and Culture). However, the 4Cs also present many challenges—it is well documented that the potential of CLIL is difficult to realise due to the impact of complex contextual variables. The importance of classroom language is emphasised, as is the need for learners to access different kinds of language to enable them to learn effectively using a language which is not their first—as represented in the Triptych. Whilst the 4Cs bring together the components of CLIL, research by the Graz Group into how these might be integrated has led to the development of the Pluriliteracies Framework. The core of the Pluriliteracies model lies in the space where conceptualizing and communicating come together. Here learners are encouraged to language (or articulate) their learning in their own words. For this to happen, new ways of conceptualizing, planning, and sequencing activities that support learners in accessing new knowledge whilst developing existing and new language skills have to be shared and understood by teachers. The Pluriliteracies model is evolving, and there is a clearly a need for further work.
Universidad de La Sabana
2015-11-18 09:34:30
Paper from the 5th Biennial CLIL Symposium
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5915
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 2 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5916
2016-04-15T15:29:05Z
LACLIL:5CLIL
"151027 2015 eng "
2322-9721
2011-6721
dc
Goal-setting and self-reflection to enhance learners’ interaction in an ESP context
Lozano Velandia, Sergio Andrés
Universidad Minuto de Dios / Universidad Autónoma de Manizales / Universidad Santo Tomas
This qualitative action research study explored 11 young-adult learners’ interactions in an ESP (English for special purposes) context while they carried out a self-reflection strategy on their learning processes at an airline training-center in Bogotá, Colombia. A needs analysis performed at the beginning of the process showed that learners lacked strong communicative and interactional competences, had poor knowledge of technical English, and lacked self-reflection and goal-setting strategies. Accordingly, they were presented with a pedagogical intervention that implemented communicative tasks in an ESP (English for cabin crews) context, as well as learner training for the development of self-reflection strategies (to be used, based on their learning process, at the beginnings and ends of each communicative task). Data collection procedures carried out during the intervention comprised a piloting stage and three data collection stages, during which data was collected through four different instruments. Data analysis followed the grounded theory approach. Findings suggest that self-set goals and reflection allowed learners to maintain focus on the specific language functions and vocabulary necessary for them to complete communicative tasks (role-plays) successfully, which, in turn, led to increased learner awareness, confidence, and positive self-concept. In addition, learners evidenced progress on language development regarding specific (ESP) language functions and technical vocabulary.
Universidad de La Sabana
2015-11-18 09:34:30
Paper from the 5th Biennial CLIL Symposium
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5916
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 2 (2015)
eng
Copyright (c)
oai:revistas.unisabana.edu.co:article/5917
2016-04-15T15:30:27Z
LACLIL:5CLIL
"151027 2015 eng "
2322-9721
2011-6721
dc
The dialogues between content and language: Cautions and challenges in the emergence of a bilingual education program
Aguilar Cortés, Carlos Eduardo
Universidad de los Andes
Alzate B., Nelson Eduardo
Secretariat of Education of Bogotá, Colombia
This paper presents a set of ideas about the basics for developing interdisciplinary dialogues between content (science) and language (English) in bilingual educational processes, under the premise that a satisfactory relationship between those elements help guarantee successful content-based instruction (CBI) in its form known as sheltered instruction. Additionally, a practical example (based on a science curriculum) is presented to demonstrate some principles that inform approaches to teaching such content. Finally, based on the authors’ interdisciplinary work and pedagogical experiences, some recommendations on teaching content and language in bilingual settings are presented in the form of cautions (a balance of actions) and challenges (prospects).
Universidad de La Sabana
2015-11-18 09:34:30
Paper from the 5th Biennial CLIL Symposium
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5917
Latin American Journal of Content & Language Integrated Learning; Vol. 8 No. 2 (2015)
eng
Copyright (c)
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