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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]
  • Is CLIL becoming a hub connecting research, policy, and practice'

    • Authors: Jermaine S. McDougald
      DOI :10.5294/laclil.2016.9.1.1
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • Teachers develop CLIL materials in Argentina: A workshop experience

    • Authors: Dario Luis Banegas
      Abstract: Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless,CLIL as a language learning approach has been implemented in LatinAmerica in different ways and models: content-driven models and language-drivenmodels. As regards the latter, new school curricula demand that CLIL be usedin secondary education in Argentina and that teacher pedagogies and materialsmatch the L1 curriculum and overall context. Therefore, teachers initially educatedin other paradigms need professional development opportunities to understandCLIL as an innovative language teaching approach. The aim of this article isto reflect on CLIL materials produced by a group of Argentinian teachers as partof a professional development workshop. In this article, I shall first conceptualizeCLIL and review the literature around CLIL materials. Then, I describe the workshopand offer content analysis of participants’ lesson plans. I shall conclude withemergent working principles based on these participants’ practices and suggestionsfor further research. doi:10.5294/laclil.2016.9.1.2
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • The more the merrier – revisiting CLIL-based vocabulary growth in
           secondary education

    • Authors: Erwin Maria Gierlinger, Thomas Arno Wagner
      Abstract: One crucial aspect of CLIL-based foreign language learning in instructional settingsis vocabulary growth. As a consequence, research should be interested inhow CLIL fosters vocabulary learning. Noticing an apparent shortage of data-drivenquantitative research on vocabulary growth in this field of CLIL is, therefore,problematic. The present paper reports findings from a mixed-methods studyof vocabulary growth in an Austrian lower secondary school CLIL setting, withEnglish as the language of instruction and learning. The aim of the study was toanalyse how the use of CLIL in the English classroom could benefit learners in theiracquisition of vocabulary in the target language. First, a repeated-measure-designwith experimental and control groups assessed receptive vocabulary growth bymeans of a standardized vocabulary size test. Second, students’ questionnaire dataas well as vocabulary profiling of the CLIL teachers’ linguistic input explored possiblecovariates for the vocabulary test scores. We found that CLIL-related effectswere only co-determined by input frequency, while extra-mural factors did notplay any role in this study. As a consequence, overly optimistic expectations regardingthe linguistic impact of CLIL in a mixed-ability setting guided by a predominantlyimplicit language teaching approach need to be re-evaluated critically. doi:10.5294/laclil.2016.9.1.3
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • An investigation of learning efficacy, management difficulties and
           improvements in tertiary CLIL (Content and Language Integrated Learning)
           programmes in Taiwan: A survey of stakeholder perspectives

    • Authors: Wenhsien Yang
      Abstract: In 2011, Taiwan’s Ministry of Education conducted a national-scale appraisal of 92CLIL programmes. However, we lack an effective model for examining by preciselyhow much improvement in the quality of the CLIL programmes will rise asa consequence of the increased language proficiency and the acquisition of disciplinaryknowledge. To gain greater insight into the relationship between theexecution and appraisal results of CLIL and the facilitation of content and foreignlanguage acquisition, we researched the stakeholders’ perceptions of and attitudestowards CLIL in order to create a reference for the national appraisal results.Our aim was to collect both quantitative and qualitative data on the programmemanagers, teachers and learners in 12 CLIL programmes nationwide by way of aquestionnaire survey and interviews. We assessed these data to answer our mainresearch questions regarding the efficacy and effectiveness of employing CLIL educationin higher education in Taiwan. In total, 53 undergraduates and postgraduateCLIL students completed a self-designed questionnaire survey, investigatingtheir perceptions of and attitudes towards CLIL education. In addition, interviewswith CLIL programme managers and student focus-groups were also conductedto further probe their opinions on CLIL. The findings mainly revealed that the learners’satisfaction with the CLIL approach is greatly affected by their level of languageproficiency. Our findings can significantly advance our understanding ofthe current situation of CLIL education and the likely effects of changing the curriculaand directions of delivering content and foreign language courses at thetertiary level in Taiwan. doi:10.5294/laclil.2016.9.1.4  
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • The Effects of CLIL Education on the Subject Matter (Mathematics) and the
           Target Language (English)

    • Authors: Khalid Ouazizi
      Abstract: This paper investigates the effects of Content and Language Integrated Learning,CLIL for short, on both the attainment of the subject matter, mathematics in ourcase, hence the content aspect of CLIL. The second axes of research focuses on theeffect of CLIL on the learners’ proficiency vis-à-vis the language of instruction,epitomized here by English- hence the linguistic aspect of CLIL education. Thispaper adopts a multiple approach methodology to deal with the research questionsat hand. I concluded on the basis of field work, this includes data coding andanalysis, questionnaire design and analysis, an administered mathematical test,and the teacher’s continuous assessment of his students, that CLIL education ismore effective than traditional educational systems in helping learners to achievehigh proficiency levels in the target language (English) and to attain high levelsof competence in the subject matter (mathematics). I believe these results mightbe explained by an existing of a covert tradeoff between the brain mechanismsinvolved in learning both mathematics and languages as well as by the pedagogicalopportunities, provided by CLIL environment, and which echo, to a great extent,L1 acquisition environment. doi:10.5294/laclil.2016.9.1.5  
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • Using online translators in the second language classroom: Ideas for
           advanced-level Spanish

    • Abstract: In this paper, we discuss the benefits of using online translators in the foreignlanguage classroom. Specifically, we discuss how faulty online translator outputcan be used to create activities that help raise metalinguistic awareness of secondlanguage grammar and of the differences between grammatical constructionsin the first and second language, which can help with the language learningprocess. Specific structures for advanced-level Spanish that produce faulty onlinetranslator output are explained, and then we provide sample editing-type activitiesfor these structures, as well as anecdotal evidence regarding students’ reactionsto these tasks. Although the activities discussed are specifically designedfor Spanish, they may also be used as a model for other languages. Importantly,these activities may prove helpful for Spanish teachers because these structuresare covered in many university-level advanced Spanish grammar courses. Thesetypes of activities could also ultimately help students who will be seeking translation-oriented jobs. doi:10.5294/laclil.2016.9.1.6  
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • Developing a CLIL textbook evaluation checklist

    • Abstract: In the last decades, the number of bilingual schools in Europe has increased significantly.Most of these schools implement CLIL methodology in their teachingand, consequently, there is a demand for new and appropriate materials for eachcontent subject taught through a foreign language: new textbooks written in L2are needed, and the existent offer does not meet the current demand. Given thatCLIL materials development is a relatively recent field, there is not much researchon the evaluation of those still insufficient course books. In this paper, and in orderto evaluate CLIL textbooks, we propose a tentative checklist twofold based: onthe one hand, based on previous checklists created to evaluate ELT textbooks - CLILmaterials use principles/techniques of foreign language teaching (Steirt and Masser,2011)-, and, on the other hand, based on the criteria for producing quality CLILlearning materials drawn up by Mehisto (2012). Further research is in process inorder to refine the checklist with the results of an analysis of the criteria carriedout by a focus group of CLIL teachers, and of a survey addressed to teachers whoare currently implementing CLIL in their schools. doi:10.5294/laclil.2016.9.1.7  
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • Cognate effect and lexical processing in English-Spanish and
           Spanish-English bilinguals

    • Authors: Meredith Jocelyn Jane McGregor
      Abstract: Cognates have served as a useful tool for investigating the bilingual lexicon inmany studies, but very little research has been carried out on different types ofcognates, specifically, partial cognates and their role in cross-linguistic effect.The present study examines cognate effect in the speech production and acceptabilityjudgment of two groups of highly proficient, late-onset English-Spanish(n = 12) and Spanish-English (n = 12) bilinguals within a single-language (English)context. The findings of two tasks, a production task, whereby participants wereasked to spontaneously produce synonyms to prompt words, and an acceptabilityjudgment task of a variety of sentences including use of false and partial English-Spanish cognates are reported here, framed within non-selective, integrated modelsof lexical representation. The results suggest a significant cognate effect in both bilingualgroups in both tasks compared to their monolingual counterparts with, surprisingly,greater significance demonstrated from L2 to L1 influence, particularly inproduction. These findings add to the growing support for semantic modulation atthe conceptual level of lexical processing in highly proficient bilinguals. doi:10.5294/laclil.2016.9.1.8  
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • Extrapolating from an Inquiry into Curricular Issues Concerning the
           Adoption of English as Medium of Instruction in a Japanese University

    • Authors: Glenn Toh
      Abstract: Japanese universities have lately begun to teach academic content in Englishinstead of Japanese. In this article, I examine curricular and ideological issuesrelated to having English as a medium of instruction (EMI) at a Japanese universitybefore examining their links to larger cultural-political forces in Japan, includingneoconservative agendas. My discussion is framed within the settingof a Japanese higher education facing the challenges of: (1) low enrolments andinstitutional solvency; (2) curricular reform in keeping with the need for institutionalrenewal. Specifically, based on a critical narrative inquiry into a workplaceencounter involving two university courses, one in introductory psychologyand another in English for Academic Purposes (EAP), I will explore the ideologically-embedded nature of discourses affecting professional understandings oflanguage, meaning making and curriculum. I will also observe that the ‘changes’resulting from the adoption of EMI are only superficial and that the role andstatus of English, in reality, remains circumscribed. doi:10.5294/laclil.2016.9.1.9
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
  • Retraction of "Project work in CLIL: A bibliographical review"

    • Authors: Carl Edlund Anderson
      Abstract: The article “Project work in CLIL: A bibliographical review” has been retracted at the request of the authorities of the Universidad Católica San Antonio de Murcia (Murcia, Spain) as the manuscript was found to a substantial amount of content derived without credit or citation from the unpublished work of researchers at that institution.
      PubDate: 2016-06-11
      Issue No: Vol. 9 (2016)
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
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