2024-03-29T14:50:35Z
https://laclil.unisabana.edu.co/index.php/LACLIL/oai
oai:revistas.unisabana.edu.co:article/2601
2013-05-07T17:00:28Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.10
10.5294/laclil.2009.2.2.10
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 2 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.10/2737
oai:revistas.unisabana.edu.co:article/2602
2013-05-07T17:00:28Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.11
10.5294/laclil.2009.2.2.11
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 2 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 2 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.11/2738
oai:revistas.unisabana.edu.co:article/2607
2013-05-07T17:04:10Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.1
10.5294/laclil.2009.2.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 1 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.1/2743
oai:revistas.unisabana.edu.co:article/2608
2013-05-07T17:04:10Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.2
10.5294/laclil.2009.2.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 1 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.2/2744
oai:revistas.unisabana.edu.co:article/2609
2013-05-07T17:04:10Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.3
10.5294/laclil.2009.2.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 1 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.3/2745
oai:revistas.unisabana.edu.co:article/2610
2013-05-07T17:04:10Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.4
10.5294/laclil.2009.2.1.4
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 1 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.4/2746
oai:revistas.unisabana.edu.co:article/2611
2013-05-07T17:04:10Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.5
10.5294/laclil.2009.2.1.5
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 1 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.5/2747
oai:revistas.unisabana.edu.co:article/2612
2013-05-07T17:04:10Z
LACLIL:RSCH
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
2009-12-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.6
10.5294/laclil.2009.2.1.6
Latin American Journal of Content & Language Integrated Learning; Vol. 2 No. 1 (2009)
Latin American Journal of Content & Language Integrated Learning; Vol. 2 Núm. 1 (2009)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.1.6/2748
oai:revistas.unisabana.edu.co:article/2616
2013-05-07T17:04:23Z
LACLIL:RSCH
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
2010-02-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.1
10.5294/laclil.2008.1.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008); 1-14
Latin American Journal of Content & Language Integrated Learning; Vol. 1 Núm. 1 (2008); 1-14
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.1/pdf
oai:revistas.unisabana.edu.co:article/2617
2013-05-07T17:04:23Z
LACLIL:RSCH
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
2010-02-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.2
10.5294/laclil.2008.1.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008); 15-25
Latin American Journal of Content & Language Integrated Learning; Vol. 1 Núm. 1 (2008); 15-25
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.2/pdf
oai:revistas.unisabana.edu.co:article/2618
2013-05-07T17:04:23Z
LACLIL:RSCH
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
2010-02-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.3
10.5294/laclil.2008.1.1.3
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008); 26-34
Latin American Journal of Content & Language Integrated Learning; Vol. 1 Núm. 1 (2008); 26-34
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.3/pdf
oai:revistas.unisabana.edu.co:article/2619
2013-05-07T17:04:23Z
LACLIL:RSCH
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
2010-02-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.4
10.5294/laclil.2008.1.1.4
Latin American Journal of Content & Language Integrated Learning; Vol. 1 No. 1 (2008); 35-42
Latin American Journal of Content & Language Integrated Learning; Vol. 1 Núm. 1 (2008); 35-42
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.4/2755
oai:revistas.unisabana.edu.co:article/2642
2013-05-07T16:57:39Z
LACLIL:RSCH
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
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.1
10.5294/laclil.2010.3.1.1
Latin American Journal of Content & Language Integrated Learning; Vol. 3 No. 1 (2010)
Latin American Journal of Content & Language Integrated Learning; Vol. 3 Núm. 1 (2010)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.1/2778
oai:revistas.unisabana.edu.co:article/2643
2013-05-07T16:57:39Z
LACLIL:RSCH
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
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.2
10.5294/laclil.2010.3.1.2
Latin American Journal of Content & Language Integrated Learning; Vol. 3 No. 1 (2010)
Latin American Journal of Content & Language Integrated Learning; Vol. 3 Núm. 1 (2010)
2322-9721
2011-6721
eng
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.2/2779