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  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]
  • Editorial introduction

    • Authors: Jermaine S. McDougald
      PubDate: 2015-04-30
      Issue No: Vol. 8 (2015)
       
  • Journal information

    • Authors: Carl Edlund Anderson
      PubDate: 2015-04-29
      Issue No: Vol. 8 (2015)
       
  • Content and language symbiosis in a maieutic, translanguaging pattern: An
           exploratory practice in Italy

    • Authors: Renata Agolli
      Abstract: This paper aims to introduce pre- CLIL through the CLSL (Content & Languages (L1/L2) Shared Learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language develop in a translanguaging pattern. It further discusses the impact it may have on a national and international level by observing that the gradual nuances of pre- CLIL tend to soothe and mainly vivify the learning experience. At the same time the stakeholders’ voices extend the role of the CLSL model by giving life to a democratic and diversified learning that can perceive the alternative CLIL practice in a tripartite mode. CLSL emerges as a dynamic phase that enhances inter-content and linguistic competences by rendering language and content learning through code-switching dialogic and participatory instigating  a new inter-learning experience.
      PubDate: 2015-04-28
      Issue No: Vol. 8 (2015)
       
  • Cognitive task complexity effects on L2 writing performance: An
           application of mixed-methods approaches

    • Authors: Mahmoud Abdi Tabari, Toni A. Ivey
      Abstract: This paper provides a methodological review of previous research on cognitive task complexity, since the term emerged in 1995, and investigates why much research was more quantitative rather than qualitative. Moreover, it sheds light onto the studies which used the mixed-methods approach and determines which version of the mixed-methods designs was frequently used. The results reveal that many studies in the field of cognitive task-based research used quantitative rather than qualitative experimental design to collect and interpret their findings. These studies were more oriented to post-positivistim supported by an objectivist epistemology. However, limited studies utilized mixed-methods approach to consider the effects of cognitive task complexity on linguistic performance in L2 context. The theoretical perspective behind these studies was pragmatism. The mixed-methods studies only used the explanatory sequential design to collect data and interpret their findings while other versions of the mixed-methods research designs were left undefined. To conclude, the paper identifies the current gap in methodology of the studies and offers recommendations for how to obtain more comprehensive and generalizable findings by utilizing other versions of the mixed-methods studies.  
      PubDate: 2015-04-28
      Issue No: Vol. 8 (2015)
       
  • Comparing the language policies and the students’ perceptions of
           CLIL in tertiary education in Spain and Japan

    • Authors: Keiko Tsuchiya, Maria D. Pérez Murillo
      Abstract: Content and language integrated learning (CLIL) was widely implemented in the education system in Europe in the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recently, CLIL in English has been introduced in higher education in Japan although its implementation is still at an early stage. This article aims to provide a brief overview of CLIL in higher education in Spain, which advances CLIL research, and in Japan in relation to the social economic rationales, and to investigate students’ perceptions of CLIL implementation in the two countries through questionnaire surveys. The results show differences in social economic rationales of CLIL implementation in both countries: CLIL in Spain, on the one hand, is ‘proactive’ (Coyle, Hood & Marsh 2010), adhering the bilingual and multilingual education policy in the European Union. In Japan, on the other hand, introduction of CLIL seems to be ‘reactive’ to provide human resources with English proficiency for its economic purposes. In terms of students’ perceptions, about a half of the respondents in both countries shows a positive view of CLIL at tertiary level.
      PubDate: 2015-04-28
      Issue No: Vol. 8 (2015)
       
  • La ansiedad y la presencia de un desconocido en una clase de lenguas
           extranjeras

    • Authors: Bryant Smith
      Abstract: Despite a plethora of information on the topic of anxiety in academic settings, the ways that anxiety affect student performance remains unclear, especially in the foreign language classroom. The present paper describes a study that was conducted in which American students in a university-level Spanish class gave insight into various aspects of their anxiety. Results reveal that students who admit to having both high and low levels of anxiety performed worse on a grammar test than students who admitted to feeling “normal.” Students also proved to be poor judges of their own performance as their accuracy was compared to a post-task questionnaire. The presence of a person other than the teacher did not affect the students’ performance. Finally, despite its reputation for being anxiety inducing, the students surveyed ranked foreign languages as less stressful than other academic subjects. Results indicate that instead of aiming to remove all anxiety in a foreign language class, instructors might aspire to make students feel as normal as possible.
      PubDate: 2015-04-28
      Issue No: Vol. 8 (2015)
       
  • A critical vision of the CLIL approach in secondary education: A study in
           the Valencian Community in Spain

    • Authors: Francisco Guillamón-Suesta, Maria Luisa Renau Renau
      Abstract: Content and language integrated learning (CLIL) has emerged in European education as an effective method to enhance and reinforce students’ competence in English and skills while covering traditional content areas. This paper presents a research study into CLIL in secondary education in the area of Castellón in the Valencian Community, Spain. Our first objective of this work involves defining whether some content subjects in some secondary schools of the area are being delivered using English as the vehicular language or not. Secondly, the study also pursues to detect the attitudes and background of the English-language and the content teachers of those centres in relation to CLIL by means of two types of CLIL questionnaires. Results show that even though CLIL has not been introduced officially in any of these secondary schools, some of the teachers have already applied it in specific modules of nursery and primary education. English and content teachers show a positive attitude towards the effects that CLIL could have on their students, and they are eager to cooperate in its implementation.Keywords: CLIL, Spanish and Valencian CLIL Contexts, CLIL in Secondary Education, English and Content Teachers.
      PubDate: 2015-04-28
      Issue No: Vol. 8 (2015)
       
  • CLIL in Galicia: Repercussions on academic performance

    • Authors: David González Gándara
      Abstract: There is a concern in Galicia about possible negative effects on academic performance caused by the introduction of CLIL in schools. It has been said that a context where three languages coexist as vehicles of education is too much for the students, especially in primary education. In this study, the academic grades of 747 students from 13 primary schools in Galicia were analyzed, for two consecutive school years. Data was gathered from students of all ages. The results tell us that the difference in performance for the CLIL and the non-CLIL groups cannot be considered significant, that is, there were no negative effects on academic performance caused by CLIL. If we consider as well that there is a big number of studies demonstrating the positive effects of CLIL in some areas, the conclusion is that CLIL should be reinforced in schools.
      PubDate: 2015-04-28
      Issue No: Vol. 8 (2015)
       
 
 
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