Latin American Journal of Content & Language Integrated-LACLIL最新文献

{"title":"Puerto Rican Teachers’ and Students’ Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students","authors":"Vanessa Mari, Kevin S Carroll","doi":"10.5294/LACLIL.2020.13.2.6","DOIUrl":"https://doi.org/10.5294/LACLIL.2020.13.2.6","url":null,"abstract":"This paper documents English teachers’ and advanced English students’ perspectives on the use of Spanish in the English classroom in Puerto Rico. Using qualitative data collection methods such as interviews and focus group data, the researchers document the ways that many English teachers on the island justify their use of Spanish in the English classroom as they work to make their teaching more comprehensible. Nevertheless, the advanced students from both public and private schools who participated in this study offer a note of caution regarding the use of too much Spanish in the English classroom. Ultimately, findings suggest that many English teachers consciously or unconsciously adopt a translanguaging approach that needs to be assessed critically depending on the language proficiency and confidence of the students in their classrooms.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"7 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71158042","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}

{"title":"English language learners with disabilities in the ELT classroom","authors":"","doi":"10.5294/laclil.2020.13.1","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1","url":null,"abstract":"","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"81 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74808868","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}

{"title":"An Exploration of EFL Teachers’ Experience with Learning Disability Training","authors":"J. Sowell, Larry Sugisaki","doi":"10.5294/laclil.2020.13.1.7","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.7","url":null,"abstract":"Exploracion de la experiencia de los profesores de ingles como lengua extranjera con formacion en dificultades de aprendizaje Exploracao da experiencia dos professores de ingles como lingua estrangeira com treinamento em dificuldades de aprendizagem Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Sowell, J.  & Sugisaki, L. (2020). An exploration of EFL teachers’ experience with learning disability training. Latin American Journal of Content & Language Integrated Learning, 13(1), 114-134. https://doi.org/10.5294/laclil.2020.13.1.7 Received: 26/09/2019 Accepted: 18/02/2020 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"114-134"},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49332636","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}

{"title":"Conceptualizing Change: A proposed Shift in Global Discourse Surrounding Disability in Language Teaching","authors":"R. David, Caroline Torres","doi":"10.5294/laclil.2020.13.1.1","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.1","url":null,"abstract":"Conceptualizacion del cambio: una propuesta de cambio en el discurso global en torno a la discapacidad en la ensenanza de idiomas Conceptualizacao da mudanca: uma proposta de mudanca no discurso global em torno da deficiencia no ensino de linguas This editorial proposes a conceptual and instructional shift surrounding educating English learners with disabilities.  Individuals with disabilities are the largest minority group in the world, yet in many classrooms across the world, they often lack the opportunities and support needed to be successful.  This is especially apparent in English as a second or foreign language classrooms, where students with disabilities need first to be included and then provided with structured and systematic supports to be successful.  We suggest that an initial shift in the way that we think about disability is a necessary first step.  This can then be supported by using Universal Design for Learning as a framework to reduce barriers in instruction and increase access and success for English learners.  This editorial also introduces five articles, which aim to further the discourse and understanding of how to support individuals with disabilities learning English across countries and contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) David, R. D. & Torres, C. (2020). Conceptualizing change: A proposed shift in global discourse surrounding disability in language teaching. Latin American Journal of Content & Language Integrated Learning, 13(1), 9-25. https://doi.org/10.5294/laclil.2020.13.1.1 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46333879","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}

{"title":"Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities","authors":"Solange A. Lopes-Murphy","doi":"10.5294/laclil.2020.13.1.3","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.3","url":null,"abstract":"Tension entre el ingles como segunda lengua y los servicios de educacion especial para bilingues emergentes con discapacidades Tensao entre o ingles como segunda lingua e os servicos de educacao especial para bilingues emergentes com deficiencias The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Lopes-Murphy, S. A. (2020). Contention between English as a second language and special education services for emergent bilinguals with disabilities. Latin American Journal of Content & Language Integrated Learning, 13 (1), 43-56. https://doi.org/10.5294/laclil.2020.13.1.3 Received: 29/09/2019 Accepted: 18/02/2020 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"43-56"},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46776311","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}

{"title":"Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities","authors":"Thomas A. Delaney, Maiko Hata","doi":"10.5294/laclil.2020.13.1.5","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.5","url":null,"abstract":"Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"45 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89202263","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}

{"title":"EFL Education for the Visually Impaired in Japan: Data from Five Interviews","authors":"James Carpenter","doi":"10.5294/laclil.2020.13.1.4","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.4","url":null,"abstract":"Educacion EFL para personas con discapacidad visual en Japon: datos de cinco entrevistas Educacao EFL para deficientes visuais no Japao: dados de cinco entrevistas The educational research literature has promoted integrating students with disabilities into mainstream classrooms since the 1970s. In 2007, the Japanese government amended the School Educational Law, which has increased the number of educational opportunities available to students with disabilities. At the same time, the Japanese education system is, increasingly, following the global trend of promoting English as a foreign language (EFL) education at every level of the education system. There are approximately 1.64 million visually impaired people in Japan. Of these, an estimated 187,800 are blind. Even as the disability rights movement in Japan advances its agenda of barrier-free access, the processes through which blind students learn (and can be taught) foreign languages has not been well described within the broader educational community. In this paper, I will present the results of an interview study conducted with student and teacher participants at a school for the visually impaired in Japan. In this study, I sought to address two research foci: 1) what best practices can support teachers in conducting classes with visually impaired students; and 2) how visually impaired students relate to and engage with their EFL classes. Through my analysis of the interview data, I identified three core themes: a) the importance of targeted needs analysis; b) the centrality of braille for equity and access; and c) a tension between traditional educational support systems for visually impaired students in Japan, and what contemporary students increasingly need. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Carpenter, J. (2020). EFL Education for the Visually Impaired in Japan: Data from Five Interviews. Latin American Journal of Content & Language Integrated Learning, 13 (1), 57-78. https://doi.org/10.5294/laclil.2020.13.1.4 Received: 08/10/2019 Accepted: 18/02/2020 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"57-78"},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42049417","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}

{"title":"Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL","authors":"D. Young","doi":"10.5294/laclil.2020.13.1.2","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.2","url":null,"abstract":"Guia para sistematizar el apoyo a estudiantes con dificultades en EFL postsecundaria Guia para sistematizar o apoio a estudantes com dificuldades em EFL no ensino superior Despite the ubiquitous presence of students with disabilities (SWDs) enrolled in institutes of higher education around the world, English as a Foreign Language (EFL) programs are often underequipped to provide them with appropriate and effective disability services and inclusive instruction. Given the general uncertainty among EFL professionals of how to provide such services and instruction, and considering that postsecondary EFL learning environments can differ considerably from context to context, it may be useful for language program leaders to create context-specific support systems to serve SWDs enrolled in their courses. The present paper provides a set of practical guidelines for establishing an institutional or departmental policy and procedure for ensuring a continuum of services to SWDs in contexts where such measures do not already exist, as is the case in many postsecondary EFL learning environments around the world. These guidelines are presented as a set of eight steps in a suggested sequence of execution: identify existing policies or create new ones, identify and determine the availability of resources, identify and remove barriers in the learning environment, assign clear roles and responsibilities for leadership, create a framework for service delivery, include a provision for post-implementation evaluation, offer opportunities for professional growth and creation of expertise, and share best practices with practitioners in other contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Young, D.  (2020). Guide to systematizing support for students with disabilities in postsecondary EFL.  Latin American Journal of Content & Language Integrated Learning , 13(1), 26-42.  https://doi.org/10.5294/laclil.2020.13.1.2 Received: 29/09/2019 Accepted: 18/02/2020 Published: 28/08/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"26-42"},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/laclil.2020.13.1.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71158327","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}

{"title":"Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective","authors":"Matthias Maunsell","doi":"10.5294/laclil.2020.13.1.6","DOIUrl":"https://doi.org/10.5294/laclil.2020.13.1.6","url":null,"abstract":"Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"35 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91354303","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}

{"title":"Influencing Factors on In-Service Teachers’ Competence in Planning CLIL","authors":"Magdalena Custodio-Espinar","doi":"10.5294/laclil.2019.12.2.2","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.2.2","url":null,"abstract":"Factores que influyen en la competencia docente para programar lecciones AICLE Fatores que influenciam a competencia de ensino para programar aulas CLIL In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Custodio-Espinar, M.  (2019). Influencing factors on in-service teachers’ competence in planning CLIL. Latin American Journal of Content & Language Integrated Learning, 12(2), 207-241.  https://doi.org/10.5294/laclil.2019.12.2.2 Received: 06/09/2019 Approved: 10/01/2020 Published: 11/05/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"12 1","pages":"207-241"},"PeriodicalIF":0.6,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48195983","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}