e-TEALS最新文献 - Book学术

Developing Learners’ Intercultural Understanding through a CLIL Approach 通过CLIL教学法培养学习者的跨文化理解能力

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0014

Ruth Koro

{"title":"Developing Learners’ Intercultural Understanding through a CLIL Approach","authors":"Ruth Koro","doi":"10.2478/eteals-2018-0014","DOIUrl":"https://doi.org/10.2478/eteals-2018-0014","url":null,"abstract":"Abstract Language and culture are interconnected and teaching a language should also be concerned with offering learners a wide range of opportunities to gain insights into other cultures. Content and language integrated learning (CLIL) approaches have an invaluable contribution to make towards developing learners’ intercultural understanding (ICU), by making the content culturally relevant to the language of instruction. Within this paradigm, this paper presents the findings of an action-based research project seeking to develop ICU among secondary learners of French in England, through the teaching of a series of lessons following a CLIL approach. Stemming from its findings, it is proposed here that a renewed understanding of CLIL be defined, in which CLIL would stand for Content and Language Intercultural Learning. Within this framework, the content would be conceptualised through the lens of culture, to offer learners opportunities to compare and contrast experiences and viewpoints, to develop their cultural knowledge, as well as their intercultural skills and attitudes – by means of exposure, independent exploration and collaborative work. The language, still driven by the content, would encompass both the language of learning, and the language required through the learning processes - and would be language that is both accessible and cognitively challenging. Learning would occur through cognitively demanding content that is real, relevant and engaging, yet accessible to all.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122904547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Ten Fundamentals for Novice CLIL Teachers 新CLIL教师的十大基础

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0015

Pilar Couto-Cantero, M. Bobadilla-Pérez

引用次数: 2

What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal 学生告诉老师在葡萄牙的一所初中将学科与英语结合起来的实践

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0013

Valentina Piacentini, A. Simões, R. Vieira

{"title":"What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal","authors":"Valentina Piacentini, A. Simões, R. Vieira","doi":"10.2478/eteals-2018-0013","DOIUrl":"https://doi.org/10.2478/eteals-2018-0013","url":null,"abstract":"Abstract CLIL (Content and Language Integrated Learning) is an approach thought to provide, mainly during Content (non-language, subject) classes, a meaningful environment at school for the use and learning of a foreign language (FL), and may also improve conditions and practices of the specific subject. Moreover, CLIL can represent a research context to gauge the importance of language-aware teaching as is the case with the Portuguese “English Plus” project (EP), in which History and Science are taught/ learnt with/in English at lower secondary school. Our doctoral research is designed as a descriptive-explanatory case study on the EP project and its participants (English and Science teachers, former and current students). More specifically, this work focuses on students and shows their relationship with the EP approach and (dis)advantages in learning a subject with a FL. Data were collected through a semi-structured questionnaire and interview, with subsequent content analysis. The importance of “integrated learning” and of diverse strategies used by the teacher to support/scaffold learning is present in students’ perspectives which may further influence teaching practices","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130790347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

(Net)Working CLIL in Portugal (Net)在葡萄牙工作的CLIL

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0010

Marion Ellison

引用次数: 3

Focus on Form in Content-Based Instruction: in Primary School Arts and Crafts CLIL 注重形式的内容教学:小学工艺美术CLIL教学

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0012

Alexandra Vraciu, Yolanda Capdevila Tomás

引用次数: 0

Digital Competence and CLIL: The Use of WebQuests in Bilingual Education 数字能力与CLIL: webquest在双语教学中的应用

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0017

P. B. Martínez, S. D. F. Déniz

引用次数: 3

Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes 从阅读和写作中学习:在CLIL/双语课堂中有原则的实践方法

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0011

A. Ahern, R. Whittaker, Isabel María García Sánchez

{"title":"Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes","authors":"A. Ahern, R. Whittaker, Isabel María García Sánchez","doi":"10.2478/eteals-2018-0011","DOIUrl":"https://doi.org/10.2478/eteals-2018-0011","url":null,"abstract":"Abstract This article introduces a literacy programme based on a linguistic approach to teaching reading and writing across the curriculum, Reading to Learn (Rose, “Reading to Learn: Accelerating Learning”; Rose and Martin), with proven effectiveness for accelerating literacy development in both the L1 (e.g. Rose and Acevedo, among other studies) and for L2 in Content and Language Integrated Learning (CLIL) and programmes. Underlying the pedagogy are powerful theories of language, educational psychology and sociology which are applied to text analysis, lesson preparation and classroom interaction around reading and writing. Teachers starting to use the pedagogy see immediate results in students’ engagement and learning, and the written texts they produce. The pedagogy is based on a functional analysis of a text from the curriculum – its structure and the way its language makes meaning in that subject-, and on scaffolding/ modelling the processes of reading and writing with the whole class. In this paper, we offer a brief presentation of some strategies from the R2L pedagogy, and provide examples of text analysis, teacher preparation and application in state bilingual schools in Spain.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128503734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School cli4children: CLIL小学数学、地理和科学课程教材

e-TEALS Pub Date : 2018-12-01 DOI: 10.2478/eteals-2018-0016

M. Morgado

{"title":"CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School","authors":"M. Morgado","doi":"10.2478/eteals-2018-0016","DOIUrl":"https://doi.org/10.2478/eteals-2018-0016","url":null,"abstract":"Abstract This article describes the didactic principles underlying the creation of a ready-made fifteen lesson plan package for primary CLIL (for Maths, Geography and Science) for pupils aged 5 to 12, developed through the collaboration of an international group of English and primary teachers, teacher educators, researchers and teaching materials developers across four European countries in the framework of the CLIL for Children (C4C) project (2015-2018) on educating teachers for CLIL teaching environments. These principles are presented in the framework of a brief state-of-the art discussion on the lack of ready-made teaching materials for CLIL, their importance for teacher development and quality teaching and learning in CLIL classrooms, and criteria they should conform to. The article proceeds by summarising the findings of two C4C surveys, one on best CLIL teaching practice through national reports of four European countries (Italy, Portugal, Poland and Romania) and the other on Open Educational Resources (OER) available for CLIL Maths, Science and Geography, as well as by drawing on C4C Guidelines. The article then demonstrates these principles in practice through a module of a three lesson plan sequence for CLIL Science on the topic “The World of Plants” by showing how language (vocabulary or content-specific terminology and language functions), specific communication skills, content and culture are integrated and developed through a child-centred, holistic (Brooks and Brooks), constructivist approach. Digital technologies are included as everyday learning processes for access to knowledge and playfulness in learning. Methodologies for active, experiential, discovery, problem solving and cooperative learning are foregrounded. The article further highlights how teacher cooperation and teacher identities (English and primary education teachers) as individuals with multilingual repertoires, expectations, and expertise are crucial for producing quality CLIL materials and resources.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114763586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing CLIL in Schools: The Case of the GoCLIL Project in Portugal 在学校实施CLIL:以葡萄牙GoCLIL项目为例

e-TEALS Pub Date : 2018-11-21 DOI: 10.2478/eteals-2018-0003

Marion Ellison, Álvaro Almeida Santos

{"title":"Implementing CLIL in Schools: The Case of the GoCLIL Project in Portugal","authors":"Marion Ellison, Álvaro Almeida Santos","doi":"10.2478/eteals-2018-0003","DOIUrl":"https://doi.org/10.2478/eteals-2018-0003","url":null,"abstract":"Abstract Content and Language Integrated Learning (CLIL), an educational approach in which an additional language is used to teach school subjects, has become increasingly widespread within state schools across Europe since the acronym was coined in the mid-nineties. This now includes Portugal where CLIL activity across educational levels has been growing in recent years. Like other national contexts in Europe, this has also been through the grassroots initiatives of individual schools keen to influence positive change in educational practices and reap the benefits which CLIL is purported to bring about. One such case is the GoCLIL project at Escola Secundária Dr. Joaquim Gomes Ferreira Alves in Valadares, Vila Nova de Gaia, which has been operating a CLIL programme through English since the academic year 2013-2014. This article outlines fundamentals of implementing CLIL in schools and provides an overview of the strengths, weaknesses, opportunities and threats (SWOT) of the case. It uses data collected from questionnaires administered to teachers, pupils and parents, lesson observations, pupil focus groups, and teacher reflections obtained during the ongoing monitoring process led by the Faculty of Arts and Humanities of the University of Porto. The data contribute to the rich description of the project from which it has been possible to identify and compare findings across years, as well as factors which have contributed to its sustainability. Insights gained from this case study will be interesting and potentially useful for schools which are considering setting up a project of this kind.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123988864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References 在涉及文化参考的任务型语言教学中，COCA的教学潜力的开发

e-TEALS Pub Date : 2018-11-21 DOI: 10.2478/eteals-2018-0004

António M. Lopes

{"title":"Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References","authors":"António M. Lopes","doi":"10.2478/eteals-2018-0004","DOIUrl":"https://doi.org/10.2478/eteals-2018-0004","url":null,"abstract":"Abstract The Corpus of Contemporary American English (Davies) on the Brigham Young University website has been used in the English as Foreign Language (EFL) classroom to help learners better understand how language works at different levels of analysis and also to develop their writing skills. However, it also allows learners to explore culture-related content, by giving them access to invaluable information about social, ideological, political and historical contexts. Moreover, it provides the means to examine the ways in which such aspects intersect with language and condition its use. The understanding of this cultural and discursive dimension of language is pivotal in the training of undergraduate students in the areas of humanities and social sciences. To determine how far the COCA can contribute to increase this awareness, a series of task-based activities involving writing was drawn up and carried out in an EFL class of undergraduate students. They were first introduced to this corpus analysis tool and encouraged to explore it further. Later on, in order to complete a writing task, they were prompted to resort to a series of strategies to collect information about relevant events, personalities and social or cultural phenomena, to analyse and interpret data, and to draw conclusions about the modes in which culture and language can interact. This paper provides (a) the rationale and a brief literature review on this topic, (b) a description of the task-based activities, the implementation process, the students’ strategies and the evaluation procedures, and (c) a critical reflection on this study that may open the path for further developments in this area.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124584838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0