Latin American Journal of Content & Language Integrated-LACLIL最新文献_第10页

The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English) CLIL教育对学科(数学)和目的语(英语)的影响

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/LACLIL.2016.9.1.5

Khalid Ouazizi

{"title":"The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)","authors":"Khalid Ouazizi","doi":"10.5294/LACLIL.2016.9.1.5","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.1.5","url":null,"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-a-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","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"110-137"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157554","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: 36

Is CLIL becoming a hub connecting research, policy, and practice? CLIL正在成为连接研究、政策和实践的枢纽吗?

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/6712

Jermaine S. McDougald

引用次数: 2

Teachers Develop CLIL Materials in Argentina: A Workshop Experience 教师在阿根廷开发CLIL教材:工作坊经验

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/LACLIL.2016.9.1.2

D. Banegas

引用次数: 29

Developing a CLIL textbook evaluation checklist 开发CLIL教科书评估清单

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/LACLIL.2016.9.1.7

B. L. Medina

{"title":"Developing a CLIL textbook evaluation checklist","authors":"B. L. Medina","doi":"10.5294/LACLIL.2016.9.1.7","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.1.7","url":null,"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","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"159-173"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157833","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: 25

Cognate Effect and Lexical Processing in English-Spanish and Spanish-English Bilinguals 英语-西班牙语和西班牙-英语双语者的同源效应与词汇加工

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/6092

M. McGregor

{"title":"Cognate Effect and Lexical Processing in English-Spanish and Spanish-English Bilinguals","authors":"M. McGregor","doi":"10.5294/6092","DOIUrl":"https://doi.org/10.5294/6092","url":null,"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","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"174-209"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/6092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71125467","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

CLIL and education coming together: The crossroads for multilingualism CLIL和教育走到一起:多语言使用的十字路口

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2015-10-30 DOI: 10.5294/5976

Jermaine S. McDougald, C. Anderson

引用次数: 4

Applying CLIL to English language teaching in Thailand: Issues and challenges 泰国将CLIL教学法应用于英语教学:问题与挑战

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2015-10-27 DOI: 10.5294/3163

Khwanchit Suwannoppharat, Sumalee Chinokul

{"title":"Applying CLIL to English language teaching in Thailand: Issues and challenges","authors":"Khwanchit Suwannoppharat, Sumalee Chinokul","doi":"10.5294/3163","DOIUrl":"https://doi.org/10.5294/3163","url":null,"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","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":"237-254"},"PeriodicalIF":0.6,"publicationDate":"2015-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/3163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71124190","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: 22

Project Work in CLIL: A Bibliographical Review CLIL项目工作:参考文献综述

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2015-10-27 DOI: 10.5294/5775

Ricardo Casañ-Pitarch

引用次数: 0

The dialogues between content and language: Cautions and challenges in the emergence of a bilingual education program 内容与语言的对话:双语教育出现的警示与挑战

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2015-10-27 DOI: 10.5294/5917

C. E. Cortés, B. NelsonEduardoAlzate

引用次数: 3

Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter? 伊朗英语教师和学习者对口语错误纠正的看法:纠正时间是否重要?

IF 0.6

Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2015-10-27 DOI: 10.5294/4802

Ali Farahani, Soory Salajegheh

{"title":"Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter?","authors":"Ali Farahani, Soory Salajegheh","doi":"10.5294/4802","DOIUrl":"https://doi.org/10.5294/4802","url":null,"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.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":"184-211"},"PeriodicalIF":0.6,"publicationDate":"2015-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/4802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71124874","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: 8