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Latin American Journal of Content & Language Integrated Learning    [3 followers]  Follow    
  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: 2013-10-31
      Issue No: Vol. 6 (2013)
  • The relationship between language proficiency and Iranian EFL
           learners' knowledge of vocabulary depth versus vocabulary breadth
    • Authors: Gholam-Ali Tahmasebi, Hamidreza Haghverdi, Mehdi Ghaedrahmat
      Abstract: 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.
      PubDate: 2013-10-23
      Issue No: Vol. 6 (2013)
  • An EAP curriculum design of a content and language integrated learning
           program for hospitality students in Taiwan
    • Authors: Hsiao-I Hou
      Abstract: 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.
      PubDate: 2013-10-23
      Issue No: Vol. 6 (2013)
  • Developing academic register in CLIL: UK-based Spanish L2 students’
           Latin America Political Economy writing in the UK
    • Authors: Neil Hughes
      Abstract: 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.
      PubDate: 2013-10-23
      Issue No: Vol. 6 (2013)
  • Journal information
    • Authors: Carl Edlund Anderson
      Abstract: Journal information.
      PubDate: 2013-10-23
      Issue No: Vol. 6 (2013)
  • The use of the L1 in CLIL classes: The teachers’ perspective
    • Authors: David Lasagabaster
      Abstract: 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.
      PubDate: 2013-10-23
      Issue No: Vol. 6 (2013)
  • The receptive vocabulary of Spanish 6th-grade primary-school students in
           CLIL instruction: A preliminary study
    • Authors: Andrés Canga Alonso
      Abstract: 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.
      PubDate: 2013-10-23
      Issue No: Vol. 6 (2013)
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