Culture through comparison: Creating audio-visual listening materials for a CLIL course

Iryna Zhyrun

doi:10.5294/7091

Autores/as

Iryna Zhyrun Autor/a Universidad del Norte

DOI:

https://doi.org/10.5294/7091

Palabras clave:

materiales AICLE, cultura, lengua extranjera, escucha, grabaciones de audio

Resumen

La escucha de textos auténticos se ha convertido en una parte de los materiales AICLE, pero puede ser difícil encontrar materiales de escucha que coincidan perfectamente con el nivel de lengua, los requisitos en cuanto a longitud, contenido y contexto cultural de un curso específico. La dificultad de encontrar materiales apropiados en línea, las limitaciones financieras impuestas por las tarifas de derechos de autor y la necesidad para producir trabajo intelectual condujeron a la idea de diseñar videos específicamente para un curso AICLE de nivel universitario. Este
artículo presenta una breve descripción de los enfoques actuales para la creación de materiales AICLE, fundamenta algunos principios para la grabación de material audiovisual de AICLE y analiza los retos en este proceso. También proporciona un ejemplo de diseño de materiales audiovisuales para la comprensión auditiva teniendo en cuenta los contextos educativos y culturales, el contenido del curso y
los resultados del programa de aprendizaje de la lengua. Además, el artículo analiza las ventajas y restricciones del material audiovisual creado, contrastándolo con materiales auténticos de corte similar que se encuentran en YouTube. Según la encuesta de la fase de pilotaje, el lenguaje utilizado en los videos AICLE grabados es de más fácil comprensión que el lenguaje utilizado en los videos de YouTube.
El contenido de los videos AICLE está más relacionado con la vida de los estudiantes, y son ellos quienes reportan experimentar emociones más positivas mientras los ven. El uso de los videos AICLE reduce la brecha entre los conceptos estudiados y la cultura local, lo que gesta un aprendizaje más significativo y agradable.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Iryna Zhyrun, Universidad del Norte

Iryna Zhyrun is a full time teacher for International Relations English program at Foreign Languages Department, Instituto de Idiomas, at the Universidad del Norte (Barranquilla, Colombia). She holds a B.A. and M.A. from V.N. Karazin Kharkiv National University (Ukraine) in Foreign Languages, Linguistics, and Literature. Her interests include Political Discourse Analysis, Critical Discourse analysis, International Relations, ESL, and CLIL.

Citas

Al Azri, R. H., & Al-Rashdi, M. H. (2014). The effect of using authentic materials in teaching. International journal of scientific & technology research, 3(10), 249-254.

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford: Oxford University Press.

Başal, A., Gülözer, K., & Demir, İ. (2015). Use of Video and Audio Texts in EFL Listening Test. Journal of Education and Training Studies, 3(6), 83-89.

Bentley, K. (2010). The teaching knowledge test course: CLIL Module. Cambridge, UK: MPG Books Group.

Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. TOJET: The Turkish Online Journal of Educational Technology, 5(4).

Canning-Wilson, C., & Wallace, J. (2000). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 6(11), 36-1.

Choi, J. (2015). Design and development of an online video-based English listening comprehension package. Journal of Teaching English for Specific and Academic Purposes, 3(1), 21-40.

Coonan, M.C. (2002) La lingua straniera veicolare. Torino: UTET Libreria, coll. ‘Le lingue di Babele’.

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge University Press.

Creese, A. (2005). Is this content-based language teaching?. Linguistics and Education, 16(2), 188-204.

Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176.

Fiesler, C., Feuston, J. L., & Bruckman, A. S. (2015, February). Understanding copyright law in online creative communities. In Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (pp. 116-129). ACM.

Fulton, K. (2012). The flipped classroom: transforming education at Byron High School: a Minnesota high school with severe budget constraints enlisted YouTube in its successful effort to boost math competency scores. THE Journal (Technological Horizons In Education), 39(3), 18.

Garreta-Domingo, M., Hernández-Leo, D., Mor, Y., & Sloep, P. (2015). Teachers’ Perceptions About the HANDSON MOOC: A Learning Design Studio Case. In Design for Teaching and Learning in a Networked World (pp. 420-427). Springer International Publishing.

Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75.

Gómez, D. Á. R. (2015). Chapter two: A practical approach to CLIL. In Marsh D., Pérez Cañado M.L., and Padilla J.R., (Eds.), CLIL in Action: Voices from the Classroom (pp. 14-30). UK: Cambridge Scholars Publishing.

Gruba, P. (1993). A comparison study of audio and video in language testing. JALT journal, 15(1), 85-88.

Guzmán, L. A. A. (2010). El concepto de producción intelectual en la actividad académica del profesor universitario. Revista Docencia Universitaria, 11(1).

Hamdan, M. H. (2015). The Perceptions of Saudi EFL English-Major Students of the Impact of Video Materials on the Improvement the Listening Skill. International Journal of Linguistics, 7(1), 111-128.

Hanson-Smith, E., & Marzio, M. (2006). Video online. Teaching English with Technology, 6(2).

Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.

Jones, T., & Cuthrell, K. (2011). YouTube: Educational potentials and pitfalls. Computers in the Schools, 28(1), 75-85.

Kim, H. S. (2015). Using Authentic Videos to Improve EFL Students’ Listening Comprehension. International Journal of Contents, 11(4), 15-24.

Kirana, M. (2016). The Use of audio visual to improve listening. English Education Journal, 7(2), 233-245.

Krajka, J. (2006). Teaching listening comprehension with web-based video. The Teacher, 5(39), 8-16.

Laborda, J. G. (2011). Revisiting materials for teaching languages for specific purposes. 3L; Language, Linguistics and Literature, The Southeast Asian Journal of English Language Studies., 17(1), 102-112.

Lin, L. F. (2011). The Video Comprehension Strategies of Chinese-Speaking University Students. Journal of Educational Computing Research, 45(3), 297-319.

Lin, L. F. (2014). Chinese-Speaking Learners' Cognitive Comprehension Problems with English Video-Based Materials. Journal of Educational Computing Research, 51(1), 23-47.

Liubinienė, V. (2009). Developing Listening Skills in CLI. Kalbų studijos, (15), 89-93.

Mehisto, P. (2012). Criteria for Producing CLIL Learning Material. Online Submission.

Miller, L. (2003). Developing Listening Skills With Authentic Materials. ESL Magazine, 6 (2), 16-18.

Moore, P., & Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. VIEWZ: Vienna English Working Papers, 16 (3), 28-35.

Morton, T. (2013). Critically Evaluating Materials for CLIL: Practitioners’ Practices and Perspectives. In Critical Perspectives on Language Teaching Materials (pp. 111-136). Palgrave Macmillan UK.

Network, F. L. (2014). The four pillars of FLIP™. Retrieved from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web. pdf.

North, B. (2014). The CEFR in practice (Vol. 4). Cambridge University Press.

Oddone, C. (2011). Using Videos from YouTube and Websites in the CLIL Classroom. Kalbų Studijos, (18), 105-110.

Papaja, K. (2013). The development of speaking and listening skills in Content and Language Integrated Learning (CLIL). In: Chodkiewicz, H. and Trepczyńska, M. (Eds.). Language Skills: Traditions, Transitions and Ways Forward. Newcastle upon Tyne: Cambridge Scholars Publishing. 81-94

Rost, M. (2002). Teaching and Researching Listening Applied Linguistics in Action Series Longman. A Pearson Education Book.

Sams, A., & Bergmann, J. (2013). Flip Your Students' Learning. Educational leadership, 70(6), 16-20.

Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. Tesol Quarterly, 23(2), 201-217.

Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). New York, NY: Cambridge University Press.

Talab, R. S., & Butler, R. P. (2007). Shared electronic spaces in the classroom: Copyright, privacy, and guidelines. TechTrends, 51(1), 12-15.

Tschirner, E. (2016). Listening and reading proficiency levels of college students. Foreign Language Annals, 49(2), 201-223.

Vandergrift, L. (2003a). From prediction through reflection: Guiding students: Through the Process of L2 Listening. Canadian Modern Language Review, 59(3), 425-440.

Vandergrift, L. (2003b). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53(3), 463-496.

Vilkancienė, L. (2011). CLIL in Tertiary Education: Does it Have Anything to Offer?. Kalbų Studijos, (18), 111-116.

Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge University Press.

Wrigth, A. (1976). Visual materials for the language teacher. Longman Publishing Group.

Zhyrun, I. (2015). Cultures and Societies. Video material. Produced by Centro para la Excelencia Docente, CEDU. Universidad del Norte. Available from:https://www.youtube.com/playlist?list=PLr9NARDP9oxTGoDuSQ0swUOfp1I78jkNf&feature=em-share_playlist_user

Ziegenfuss, D. H. (2016). Closing the Loop: Building Synergy for Learning through a Professional Development MOOC about Flipped Teaching. Current Issues in Emerging eLearning, 3(1), 7.