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Journal Cover 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]
  • Language and Content in Higher Education

    • Authors: Jermaine S. McDougald
      Abstract: doi:10.5294/laclil.2017.10.1.1
      PubDate: 2017-08-14
      Issue No: Vol. 10, No. 1 (2017)
  • Exploring the Suitability of an English for Health Sciences Program: Model
           and Report of a Self-Evaluation Process

    • Authors: Erica Ferrer, Yuddy Pérez
      Abstract: Program evaluation is a process of carefully collecting information in order to make informed decisions to strengthen speci c components of a given program. The type of evalua- tion an institution decides to undertake depends on the purpose as well as on the information the institution wants to nd out about its program. Self-evaluation represents a tool that institutions can rely on to follow up on the quality and pertinence of their programs. This tool can provide important information in relation to the relevance of outcomes, content, methodology, materials, and assessment along with the perceptions of the program from stakeholders such as students, teachers, and administrators. The results of a self-evaluation can guide the decision-making process in an institution to strengthen each of the components of a set curriculum. This paper presents the self-evaluation process conducted by an English for Health Sciences program to determine the suitability of the curriculum in place. It rst presents models through which a program can self-evaluate. Then, it elaborates on the model chosen and the steps followed in the self-evaluation process of the English for Health Sciences Program as well as the results obtained from the experience and the subsequent adjustments made to the program. The readers may use this experience as a point of reference to implement a similar process in their own contexts.  doi:10.5294/laclil.2017.10.1.2
      PubDate: 2017-08-14
      Issue No: Vol. 10, No. 1 (2017)
  • Phrasebook: una salida para los maestros de CLIL en Tailandia

    • Authors: Punwalai Kewara
      Abstract: Content and Language Integrated Learning (CLIL) is an alternative approach for En- glish teaching and learning that is in focus in Thailand today. Preparing Thai content teachers to con dently use English as a means of instruction in the English integrated classroom just as they do in the Thai monolingual classroom takes time and long-term nancial investment. Creating a classroom language manual for mathematics teachers to promptly use is a way out for those professionals who struggle with language. This article aims to examine the possibility of providing prefabricated classroom language sentences to Thai content teachers who need language support in order to identify the appropriateness of the components of the manual and the language for classroom use, in order to create a motif of language support for other subjects. In addition, this paper aims to explore Thai mathematics teachers’ perception toward the CLIL classroom. The phrasebook design was based on a unit of mathematics at the primary level for 25 Thai mathematics teachers to implement in their classes. The results revealed that the designed prefabricated phrasebook could be a way out. Prefabricated phrases should respond to the speci cation of mathematics concepts for each level. Ultimately, the CLIL concept should be clearly established for Thai content teachers to make CLIL classes effective and possible. 
      doi: 10.5294/laclil.2017.10.1.3
      PubDate: 2017-08-14
      Issue No: Vol. 10, No. 1 (2017)
  • Using WhatsApp to Create a Space of Language and Content for Students of
           International Relations

    • Authors: Conor Keogh
      Abstract: For language learners of this generation, the smart phone represents a key cul- tural artefact that complements the learning process. Instant messaging applications such as WhatsApp are widely used in personal, professional and, increasingly, academic circles to maintain constant contact among friends, colleagues, or classmates. This study seeks to analyze how a group of 19 International Relations students and their teacher utilized a WhatsApp chat group throughout their semester-long English class. The group was conceived of as being an extension to a Community of Practice. On a basic level, the chat group was to be used as a shared space in which learners could practice their use of new phrases or vocabulary learned within the class in relation to real life issues connected to themes associated with International Relations. The space could also be interpreted as a virtual ZPD (Zone of Proximal Development) in which learners were scaffolded by their teacher as well as their classmates. Finally, the group provided a space in which learners could engage dialogically and more openly in a truly collective, recip- rocal, supportive, cumulative, and purposeful manner. This qualitative study analyzed both in- teractions within the group and student re ections on its effectiveness, which served to indicate that such a group space can lead to effective learner scaffolding, increased learner participation, and the formation of an advantageous community of learners.  doi: 10.5294/laclil.2017.10.1.4
      PubDate: 2017-08-14
      Issue No: Vol. 10, No. 1 (2017)
  • CLIL Approach Used as a Curriculum Internationalization Strategy in a
           Colombian Higher Education Institution

    • Authors: Sara Isabel Montoya, Carolina Salamanca
      Abstract: This project emerged from the necessity of responding to the policies for “home in- ternationalization” of a higher education institution in coherence with the aims proposed by the National Ministry of Education in relation to the development of communicative competences of English as a foreign language regarding this kind of institutions. The research had a descriptive design methodology used in a two parallel processes: a teaching training in the communicative competences of English starting from a diagnosis, and training in the CLIL approach for the design of content activities was implemented through the collective work of a team of volun- teer teachers from the institution. After the activities were applied, the results were positive; indicating that making use of interesting and motivational didactic resources, students and educators recognized the pedagogical advantages of the approach for the learning of content simultaneously reinforcing communicative competences in English as a foreign language, and at the same time sought to continue and increase the use of CLIL activities. This allowed ex- panding the scope to an institutional level, socializing the experiences, and giving place to a second phase that can validate the information. 
      PubDate: 2017-08-14
      Issue No: Vol. 10, No. 1 (2017)
  • Affective Limitations in Second Language Acquisition by Spanish Adult
           Learners in Vocational Training Programs

    • Authors: Sergio Bernal Castañeda
      Abstract: This article aims to show and explain the growing motivational, personal or af- fective dif culties that unemployed adult learners are currently facing in the English subject when they decide to retake their education in age-diverse Vocational Training Programs in the Spanish educational system. The results presented in this article are based on a multiple case qualitative study research directed in two different areas. The participants were vocational training teachers who participated in a semi-structured interview. They con rmed the increas- ing level of frustration and dropout rate that Spanish adult students are experiencing in the L2 subject of these programs, mostly due to their oral and comprehension skills. The results of this article show the numerous obstacles of adaptation to the L2 contents and methodologies that adult learners face; generally because they are surrounded by adolescent or younger class- mates who have more experience in the foreign language and a wider linguistic knowledge. It is further explained how this age heterogeneity in the English classroom leads to dif culties in the linguistic acquisition, lack of adaptation to current L2 teaching methodologies and lack of inclusion in the rest of the group, due to motivational limitations derived from fear of ridicule, self-imposed affective barriers and anxiety in the English classroom. doi: 10.5294/laclil.2017.10.1.6
      PubDate: 2017-08-14
      Issue No: Vol. 10, No. 1 (2017)
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