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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]
  • CLIL approaches in education: Opportunities, challenges, or threats'

    • Authors: Jermaine S. McDougald
      Abstract: Our world is constantly changing; hence, the importance of being able to respond to its demands is of utmost importance. There is an enormous need to innovate and create, as well as apply new and/or different ways of doing things in every aspect of life, including education, which has evolved over the years and will continue doing so for years to come. This is why different approaches to learning have appeared (Coyle, 1999, 2009; Deyrich & Kari Stunnel, 2014a), amongst them CLIL (content and language integrated learning), an approach which in its original conception was about teaching and learning not only language but also content.  Nowadays people “need to learn a language to confront the demands of a new society; the studied language may provide a better status and the possibility to use it for different needs” (Rodriguez Bonces, 2012b, p. 180). And what better way could there be to learn it than through a meaningful, real, and contextualized approach such as CLIL' As Rodriguez Bonces (2012a) suggests, CLIL increases motivation since “language is used to fulfill real purposes, its use is authentic and much more meaningful for the students” (p. 183). This argument alone has provided many institutions with a viable option to look for something different in the classroom.
      PubDate: 2016-12-21
      Issue No: Vol. 9 (2016)
       
  • Is EMI enough' Perceptions from university professors and students

    • Authors: Kathleen Anne Corrales, Lourdes A. Paba Rey, Nazira Santiago Escamilla
      Abstract: Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian
      university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that
      these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new.
      PubDate: 2016-11-29
      Issue No: Vol. 9 (2016)
       
  • CLIL in Italy: A general overview

    • Authors: Letizia Cinganotto
      Abstract: CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy’s CLIL mandate is conceptualized as a national language education policy within the larger European plurilingualism discourse, which represents the background of this paper. After a brief overview of the main conceptual
      frameworks and of CLIL provision in Europe, the paper will try to describe
      the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Particular attention will be devoted to CLIL implementation in “licei linguistici”, the Italian upper secondary school that is most oriented to foreign languages. Finally, some future challenges will be highlighted.


      PubDate: 2016-11-29
      Issue No: Vol. 9 (2016)
       
  • The illusio of the foreign language standard in a Colombian university

    • Authors: Rigoberto Castillo, Alexandra Pineda-Puerta
      Abstract: The Ministry of education in Colombia set a policy for higher education in which graduates should achieve an intermediate proficiency level (B1) in another language; and by 2025 it expects that they leave college with an upper intermediate level (B2). This report deals with a private college that attempts to participate in the policy, yet the college has a requirement, not a foreign language policy. It offers their students 160 hours in which they hardly attain a high beginner level (A2). The Board of Directors of the college conducted a satisfaction survey that became
      the first cycle of the action research study reported here. The sample of 624 EFL learners expressed dissatisfaction with the program and frustration with the approach and with the results. The situation mirrored what Bourdieu (1995) defines as the illusio, the belief that the “game” we collectively agree to play is worth playing, that the fiction we collectively elect to accredit constitutes reality. The authors conducted a second cycle to establish the source of dissatisfaction, and to identify the needs and wants of the stakeholders. The results indicate that the administrators expect that English reinforce disciplinary knowledge, while learners expect to learn to speak it, and teachers expect to teach grammar. A third cycle has been planned to propose a curriculum proposal that reconciles the allotments of resources of time, space, staff, content learning and language learning with a standard that meets the needs and expectations of the program. In other words we expect to make a proposal that corrects the collective misperception of reality
      which constitutes a reality in itself.
      PubDate: 2016-11-29
      Issue No: Vol. 9 (2016)
       
  • Assessment in CLIL: Test development for content and language for teaching
           natural science in English as a foreign language

    • Authors: Johanna P. Leal
      Abstract: On-going bilingual programs without regard to needs analysis; little research on the actual effects of CLIL in Colombia and vague awareness or knowledge about the necessary considerations for effective CLIL programs, underpin the need to address a particular issue of curriculum as it is summative assessment. This small scale study takes place in a Natural Science class using a CLIL approach with thirdgrade students at A2 proficiency level who have been progressively immersed in
      a bilingual program at a private school in Bogotá, Colombia. Regularly scheduled tests were analyzed in order to identify suitable assessment items hat simultaneously report on the content and language achievement in order to provide guidelines for test development that are aligned with the teaching goals, consistently measure students’ progress, and facilitate teaching practices. This study entails a systematic examination of test items using formal item analysis to depict test validity from an assessment grid that integrates content, at different knowledge levels, CALP functions and cognitive skills. The study concludes that the assessment grid is a helpful tool to discriminate language and content achievement in the results of multiple-choice CLIL tests, by increasing teachers’ understanding of the language demands of test items and the level of difficulty of content tasks.
      PubDate: 2016-11-23
      Issue No: Vol. 9 (2016)
       
  • Culture through comparison: Creating audio-visual listening materials for
           a CLIL course

    • Authors: Iryna Zhyrun
      Abstract: Authentic listening has become a part of CLIL materials, but it can be difficult to find listening materials that perfectly match the language level, length requirements, content, and cultural context of a course. The difficulty of finding appropriate materials online, financial limitations posed by copyright fees, and necessity to produce intellectual work led to the idea of designing videos specifically for a university level CLIL course. This article presents a brief overview of current approaches
      to creating CLIL materials, gives rationale for recording of CLIL audio-visual materials, and discusses their challenges. It provides an example of audio-visual materials design for listening comprehension taking into consideration educational and cultural contexts, course content, and language learning outcomes of the program. In addition, it discusses advantages and limitations of created audio-visual materials by contrasting them with authentic materials of similar type found
      on YouTube. According to a pilot survey, language used in recorded CLIL videos is easier to understand than the language used in YouTube videos. The content of CLIL videos is more related to students’ life and they experience more positive emotions while watching them. CLIL videos bridge the gap between the concepts studied and a local culture making the learning more meaningful and enjoyable.
      PubDate: 2016-11-23
      Issue No: Vol. 9 (2016)
       
  • The effect of explicit vs. implicit instruction on mastering the speech
           act of thanking among Iranian male and female EFL learners

    • Authors: Mehdi Ghaedrahmat, Parviz Alavinia, Reza Biria
      Abstract: This pragmatic study investigated the speech act of thanking as used by non-native speakers of English. The study was an attempt to find whether the pragmatic awareness of Iranian EFL learners could be improved through explicit instruction of the structure of the speech act of “Thanking”. In fact, this study aimed to find out if there was a significant difference between the performances of EFL learners in using the speech act of thanking when they were taught through explicit instruction of speech acts compared with implicit instruction. To this end, 30 Iranian intermediate EFL learners at Pars language institute were chosen, and they were classified as experimental and control group. The researcher adopted a discourse completion test (DCT) to gather the necessary data. The results showed that those learners who were taught explicitly outperformed those to whom implicit instruction was used.
      PubDate: 2016-11-23
      Issue No: Vol. 9 (2016)
       
  • Analysing a whole CLIL school: Students’ attitudes, motivation, and
           receptive vocabulary outcomes

    • Authors: Mario Arribas
      Abstract: CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students’ receptive vocabulary outcomes. All students (n=403) enrolled in secondary education in a bilingual school fulfilled a questionnaire and completed two receptive vocabulary level tests (VLT 2k and 3k bands). The findings of the study report on all learners’ opinions and it also correlates vocabulary outcomes from students of the last year of compulsory education (16 years old) with their motivation towards English. Once we analysed the questionnaire and the 2k and 3k versions of the VLT, we concluded that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation, albeit differences were not found statistically significant (Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, and Mann-Whitney tests). We attribute this lack of statistical significance to the irregular CLIL implementation in the school and the short experience of the school with this methodology.
      PubDate: 2016-11-22
      Issue No: Vol. 9 (2016)
       
 
 
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