for Journals by Title or ISSN
for Articles by Keywords
Followed Journals
Journal you Follow: 0
Sign Up to follow journals, search in your chosen journals and, optionally, receive Email Alerts when new issues of your Followed Journals are published.
Already have an account? Sign In to see the journals you follow.
Journal Cover   Latin American Journal of Content & Language Integrated Learning
  [1 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]
  • Back matter

    • Authors: Carl Edlund Anderson
      PubDate: 2015-11-19
      Issue No: Vol. 8 (2015)
  • Front matter

    • Authors: Carl Edlund Anderson
      PubDate: 2015-11-19
      Issue No: Vol. 8 (2015)
  • CLIL and education coming together: The crossroads for multilingualism

    • Authors: Jermaine S. McDougald, Carl Edlund Anderson
      PubDate: 2015-10-30
      Issue No: Vol. 8 (2015)
  • Goal-setting and self-reflection to enhance learners’ interaction in
           an ESP context

    • Abstract: This qualitative action research study explored 11 young-adult learners’ interactions in an ESP (English for special purposes) context while they carried out a self-reflection strategy on their learning processes at an airline training-center in Bogotá, Colombia. A needs analysis performed at the beginning of the process showed that learners lacked strong communicative and interactional competences, had poor knowledge of technical English, and lacked self-reflection and goal-setting strategies. Accordingly, they were presented with a pedagogical intervention that implemented communicative tasks in an ESP (English for cabin crews) context, as well as learner training for the development of self-reflection strategies (to be used, based on their learning process, at the beginnings and ends of each communicative task). Data collection procedures carried out during the intervention comprised a piloting stage and three data collection stages, during which data was collected through four different instruments. Data analysis followed the grounded theory approach. Findings suggest that self-set goals and reflection allowed learners to maintain focus on the specific language functions and vocabulary necessary for them to complete communicative tasks (role-plays) successfully, which, in turn, led to increased learner awareness, confidence, and positive self-concept. In addition, learners evidenced progress on language development regarding specific (ESP) language functions and technical vocabulary.
      PubDate: 2015-10-27
      Issue No: Vol. 8 (2015)
  • Applying CLIL to English language teaching in Thailand: Issues and

    • Authors: Khwanchit Suwannoppharat, Sumalee Chinokul
      Abstract: Most countries in the world have been influenced by the trends of globalization and interculturality; accordingly, the English language and related cultures have come to play more important roles in global communication. Educational research, a primary source for language teaching and learning development, has increasingly emphasized the importance of integrating language and culture in teaching and learning processes. However, it is not easy for students who use English as a foreign language (EFL) to speak English fluently in an environment where English is rarely used outside the classroom. Teachers nevertheless try to find out the most appropriate teaching approach to develop their students’ English skills in order to serve the demands for English in the labor markets. This article discusses the application of CLIL in an EFL context—a case study in Thailand—with an emphasis on explanation of CLIL framework and principles and how these are implemented in Thailand as guidelines for developing EFL courses or curriculum. Both advantages and disadvantages of applying CLIL are examined and the difficulties of applying CLIL in the classroom are clarified to help EFL teachers plan their courses more effectively.Key words: Content and Language Integrated Learning (CLIL), English communication, language teaching and learning, EFL context
      PubDate: 2015-10-27
      Issue No: Vol. 8 (2015)
  • Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error
           Correction: Does Timeline of Correction Matter?

    • Authors: Ali Akbar Farahani, Soory Salajegheh
      Abstract: Although the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined with the immediate category specifically referring to ‘very soon’ and ‘after speaking’ and the delayed one relating to ‘after activities’ and ‘end of class’ sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda’s questionnaire. The obtained data were analyzed through MANOVA, the results of which showed teachers’ preferences towards the immediate correction and the learners’ inclination towards the delayed correction. Based on the results, specific properties and circumstances in relation to the timing of feedback were proposed to enhance its efficiency in L2 classrooms.
      PubDate: 2015-10-27
      Issue No: Vol. 8 (2015)
  • Project Work in CLIL: A Bibliographical Review

    • Authors: Ricardo Casan-Pitarch
      Abstract: Learning foreign languages has become necessary in the present society. Most government policies to promote multilingualism seem to have been insufficient; in fact the European commission (2012) alerted that only 35% of Europeans regularly use foreign languages in their daily lives. As result, the need for new language teaching approaches that improves the current education system is real. The CLIL approach has been considered an alternative to other more traditional methods since it involves the integration of language and contents. On the other hand, project work can be used in CLIL in order to increase interaction among participants and promote learning autonomy. Therefore, it seems that the use of project work can be desirable for learners participating in CLIL programs. In an attempt to discuss on these issues, this research introduces a bibliographical review which analyzes the application of project work in CLIL and identifies its main features and possible benefits.
      PubDate: 2015-10-27
      Issue No: Vol. 8 (2015)
  • The dialogues between content and language: Cautions and challenges in the
           emergence of a bilingual education program

    • Abstract: This paper presents a set of ideas about the basics for developing interdisciplinary dialogues between content (science) and language (English) in bilingual educational processes, under the premise that a satisfactory relationship between those elements help guarantee successful content-based instruction (CBI) in its form known as sheltered instruction. Additionally, a practical example (based on a science curriculum) is presented to demonstrate some principles that inform approaches to teaching such content. Finally, based on the authors’ interdisciplinary work and pedagogical experiences, some recommendations on teaching content and language in bilingual settings are presented in the form of cautions (a balance of actions) and challenges (prospects).
      PubDate: 2015-10-27
      Issue No: Vol. 8 (2015)
  • Strengthening integrated learning: Towards a new era for pluriliteracies
           and intercultural learning

    • Authors: Do Coyle
      Abstract: Over the last two decades, the expansion of Content and Language Integrated Learning (CLIL) on a global scale has brought to the fore challenges of how alternative, more holistic approaches to learning might transform classrooms into language-rich transcultural environments. Integrated approaches have the potential to offer learners the opportunity to engage in meaning-making and language progression through cognitively challenging and culturally-embedded sequenced activities, which are reflected in the 4Cs Framework (Content, Cognition, Communication, and Culture). However, the 4Cs also present many challenges—it is well documented that the potential of CLIL is difficult to realise due to the impact of complex contextual variables. The importance of classroom language is emphasised, as is the need for learners to access different kinds of language to enable them to learn effectively using a language which is not their first—as represented in the Triptych. Whilst the 4Cs bring together the components of CLIL, research by the Graz Group into how these might be integrated has led to the development of the Pluriliteracies Framework. The core of the Pluriliteracies model lies in the space where conceptualizing and communicating come together. Here learners are encouraged to language (or articulate) their learning in their own words. For this to happen, new ways of conceptualizing, planning, and sequencing activities that support learners in accessing new knowledge whilst developing existing and new language skills have to be shared and understood by teachers. The Pluriliteracies model is evolving, and there is a clearly a need for further work.
      PubDate: 2015-10-27
      Issue No: Vol. 8 (2015)
  • Sharing views of CLIL lesson planning in language teacher education

    • Authors: Dario Luis Banegas
      Abstract: Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees’ perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers’ voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.
      PubDate: 2015-09-08
      Issue No: Vol. 8 (2015)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2015