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Latin American Journal of Content & Language Integrated Learning

Open Access journal
ISSN (Print) 2011-6721 - ISSN (Online) 2322-9721
Published by Universidad de La Sabana

[1 journal]

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
- Authors: Livia Carolina Ravelo
  Abstract: 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.
  PubDate: 2013-04-09
  Issue No: Vol. 6 (2013)
Situated learning for adults acquiring a second language
- Authors: Rigoberto Castillo, Juan Carlos Vargas
  Abstract: 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.
  PubDate: 2013-04-09
  Issue No: Vol. 6 (2013)
Review of the book CLIL activities: A resource for subject and language teachers, by L. Dale & R. Tanner
- Authors: Dario Luis Banegas
  Abstract: 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).
  PubDate: 2013-04-09
  Issue No: Vol. 6 (2013)
EFL learning among motivated and demotivated Iranian seminary students
- Authors: Ahmad Molavi, Reza Biria
  Abstract: 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.
  PubDate: 2013-04-09
  Issue No: Vol. 6 (2013)
SIOP components: Application and assessment through PBL in a content-language college classroom
- Authors: Luisa Cecilia Chavez
  Abstract: 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.
  PubDate: 2013-04-09
  Issue No: Vol. 6 (2013)
Journal Information
- Authors: Carl Edlund Anderson
  PubDate: 2013-04-09
  Issue No: Vol. 6 (2013)