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Latin American Journal of Content & Language Integrated Learning
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  This is an Open Access Journal Open Access journal
     ISSN (Print) 2011-6721 - ISSN (Online) 2322-9721
     Published by Universidad de La Sabana Homepage  [3 journals]
  • Editorial introduction

    • Authors: Jermaine S. McDougald
      PubDate: 2014-10-31
      Issue No: Vol. 7 (2014)
       
  • Journal information

    • Authors: Carl Edlund Anderson
      PubDate: 2014-10-29
      Issue No: Vol. 7 (2014)
       
  • The effects of context-dependent and context-independent test design on
           Iranian EFL learners' performance on vocabulary tests

    • Authors: Mahmoud Abdi Tabari
      Abstract: 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.
      PubDate: 2014-10-29
      Issue No: Vol. 7 (2014)
       
  • La integración de lengua y contenidos afines a diferentes carreras
           universitarias

    • Authors: Pablo Marcelo Oliva Parera, María Pilar Nuñez Delgado
      Abstract: 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.   
      PubDate: 2014-10-29
      Issue No: Vol. 7 (2014)
       
  • Demystifying some possible limitations of CLIL (content and language
           integrated learning) in the EFL classroom

    • Authors: Livia Carolina Ravelo
      Abstract: 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
      PubDate: 2014-10-23
      Issue No: Vol. 7 (2014)
       
  • Motivation and gender effect in receptive vocabulary learning: An
           exploratory analysis in CLIL primary education

    • Authors: Almudena Fernández-Fontecha
      Abstract: 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.
      PubDate: 2014-10-22
      Issue No: Vol. 7 (2014)
       
  • A case study on teacher training needs in the Madrid bilingual project

    • Authors: Pilar Cabezuelo Gutierrez, Raquel Fernández Fernández
      Abstract: 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.
      PubDate: 2014-10-22
      Issue No: Vol. 7 (2014)
       
  • Democratizing didactic transposition: Negotiations between learners and
           their teacher in a secondary school

    • Authors: Dario Luis Banegas
      Abstract: 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.
      PubDate: 2014-10-09
      Issue No: Vol. 7 (2014)
       
 
 
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