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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]
  • An exercise in course-book evaluation: Strengths, weaknesses, and
           recommendations regarding New English file: Elementary

    • Authors: Julián Felipe Gutiérrez-Bermúdez
      Abstract: Often overlooked and reduced to a quick and shallow ‘flick test’, materials evaluation is a necessary skill for English Language Teachers to acquire. It serves the logistical purpose of making an effective selection of materials that cater to their students’ needs as well as their own, and puts them in contact with opportunities for further development of their practices based upon the contents and activities found throughout the evaluation process of a given teaching material. The purpose of this article will be then, to conduct an exercise in materials evaluation using Oxford University Press’ New English File series. By making a review of the different theoretical stances and experiences on the matter, it will be possible to develop a series of criteria with which to conduct a structured, qualitative evaluation. Based on the results of the application of the aforementioned criteria, it will be possible to conclude on the suitability of this teaching material on a particular context.
      PubDate: 2014-04-29
      Issue No: Vol. 7 (2014)
       
  • Journal Information

    • Authors: Carl Edlund Anderson
      PubDate: 2014-04-29
      Issue No: Vol. 7 (2014)
       
  • The development of a vocabulary instruction model for content and language
           integrated learning for English language learners in Bangkok

    • Authors: Robert Alexander McBain, Nathara Mhunpiew
      Abstract: This paper presents a research project on content vocabulary instruction with a focus on the development of a model to improve vocabulary learning in a content language integrated learning (CLIL) environment. The model was based on Cronbachs 1942 and Stahl and Fairbanks 1986 theories of vocabulary learning which emphasise a progressive approach starting at a basic level and then an intermediate level and which culminates to a  productive stage of specific vocabulary. The model also relates to the analysis of classroom discourse which highlights the importance of a student centered learning approach where emphasis is placed on encouraging students to progress more at their own pace and in their own time rather than the circumstances set by the teacher, in light of concerns over the amount of and frequent use of content vocabulary; while studying major theories in content area studies.
      PubDate: 2014-04-29
      Issue No: Vol. 7 (2014)
       
  • A Comparative Corpus –Based Analysis of Lexical Collocations Used in
           EFL Textbooks

    • Authors: Ahmad Molavi, Mansour Koosha, Hossein Hosseini
      Abstract: As collocations play an important role in second language learning, especially at intermediate-advanced levels, the present study not only seeks to examine distribution of Lexical collocations in three selected series of general English textbooks, Interchange Third Edition by (Jack C. Richards and Jonathan Hull, 2005), American Headway by (Liz and John Soars, 2003), American File by (Clive Oxenden and Christina Latham Koeing, 2008),through analyzing, face to face and telephone conversation scripts collected from intermediate and upper-intermediate level books of the aforementioned series, but also employs Open American National Corpus (OANC) available online and AntConc 3.2.1concordancer program to compare Lexical collocations from textbook to their real use by native-speakers. The findings of present research suggested that especial attention has been paid to specific types of lexical collocations noun + verb and adjective + noun while the frequency of collocations in series could not be affective on learners collocations learning and on the other hand comparing textbooks collocations to reference corpus (OANC) showed choice of collocations in these series did not have big refers to real use of language by native speakers.
      PubDate: 2014-04-29
      Issue No: Vol. 7 (2014)
       
  • Comics and CLIL: Producing Quality Output in Social Sciences with Tintin

    • Authors: Josué Llull
      Abstract: Comics are a significant product of mass culture that reflect the values and models of contemporary societies. Beyond their original function for entertainment, many authors have pointed out the potential of comics as a motivating resource for a wide range of educational purposes. Therefore, the use of comics has been extensively applied to increase literacy, promote creativity, develop critical thinking and to reflect on cultural and social values. This paper is intended to draw attention to the didactic possibilities that the Tintin comic books can have for learning Social Sciences. My reasoning is based on a CLIL classroom experience that has been developed over the last two years in one of the Primary Education degree programmes at Cardenal Cisneros University College, in Alcalá de Henares, Spain. As a conclusion, comics can certainly be used not only to motivate and facilitate the learning process, but also to generate new didactic proposals based on the interaction between texts and visuals. These types of proposals can be particularly helpful to teach curricular contents through a foreign language, such as the case in bilingual contexts.
      PubDate: 2014-04-29
      Issue No: Vol. 7 (2014)
       
  • Developing autonomy through portfolios and networks in CLIL lectures

    • Authors: John Lindsay Adamson
      Abstract: This study has explored the use of portfolios and of awareness-raising of literacy networks in a CLIL lecture preparation class for first-year undergraduates in a Japanese university.  It is argued that CLIL-related literature has a paucity of practical studies investigating these two elements essential to autonomy-building, particularly for students who have been previously mostly exposed to teacher-centered modes of instruction. Questionnaires asking students their perceptions of portfolio use and self-study were gathered over three years and were coupled with a one year small-scale data set of student-drawn ‘literacy maps’ exploring who and what materials students had consulted to produce a final lecture-related report. Findings revealed increased awareness of the importance of portfolio and self-study and even their cross-fertilization over to other classes across the language and content curricula; however, some reticence was evident regarding self-scoring in self-study mode, showing that the transition from traditional teacher-centredness at high school had not yet been overcome. Also, of importance was the initially extensive use of self-access center advisors which, when withdrawn, may have negatively impacted students’ literacy networks. Implications to be drawn from this study lie primarily in the expanded use of portfolios and increased awareness-raising of student networks as important means towards the development of autonomous study skills and literacy. Questions do, however, remain as to the extent that this approach actually mirrors English-medium instruction in content classes at the university.
      PubDate: 2014-04-29
      Issue No: Vol. 7 (2014)
       
  • Leaving the “peer” out of peer-editing: Online translators as
           a pedagogical tool in the Spanish as a second language classroom.

    • Authors: Maite Correa
      Abstract: If you can not beat them, join him [sic] (Google Translation of Si no puedes con tu enemigo, únete a él). Academic dishonesty is widespread in schools and colleges across the world, and with the advent of technology, cheating is easier than ever: While computers and the internet provide students with all the tools they need to plagiarize from the comfort of their own home, instructors find themselves playing “forensic linguist” in order to gather evidence of cheating. Academic dishonesty in the foreign language classroom is not that different from academic dishonesty in other disciplines except for two areas: unauthorized editing by a proficient/native speaker and the use of online translators (OTs). While these two are not usually an issue for assignments in chemistry or psychology, they are two well-known types of academic dishonesty in the foreign languages. In this paper, I examine the use of OTs: how are they different from an online dictionary? How can they be detected? How can their use be prevented? Finally, I propose using them as part of the class in order to discourage/minimize academic dishonesty and raise metalinguistic awareness.
      PubDate: 2014-04-26
      Issue No: Vol. 7 (2014)
       
 
 
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