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

{"title":"The Significance of Promoting Teacher Reflection: A Review Article","authors":"Mahnaz Moayeri, Ramin Rahimiy","doi":"10.5294/laclil.2019.12.1.6","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.1.6","url":null,"abstract":"The present review article is intended to bring the significant issue of teachers’ reflective practice into the limelight by overviewing how this concept evolved through time and what it promises for successful teaching. The concept of teacher reflection, defined as teachers’ beliefs about their teaching practice, has been subjected to a number of criticisms regarding its instrumental nature, disregard of social justice, and a vague reinforcement of the existing ideologies instead of challenging beliefs. These critiques have been discussed in this article, and possible ways to overcome the challenges are highlighted. Furthermore, pieces of evidence from a number of previous research studies are reviewed, which highlight how practicing reflection enables teachers to become aware of both their individual development and the different dimensions of the education program. It is further discussed that teacher reflection can benefit from different research perspective attempting to solve the ambiguities blurring its significance.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"34 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77198748","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":"Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums","authors":"R. Edwards, María Daniela Holguín-Barrera, Ana Cristina Ortiz, M. Pérez","doi":"10.5294/laclil.2019.12.1.5","DOIUrl":"https://doi.org/10.5294/laclil.2019.12.1.5","url":null,"abstract":"This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91166287","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":"Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model","authors":"Ana Otto","doi":"10.5294/LACLIL.2018.11.2.6","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.2.6","url":null,"abstract":"Evaluacion del lenguaje en aprendizaje integrado de contenidos y lenguas extranjeras: una revision de la literatura hacia un modelo funcional Avaliacao da linguagem em CLIL: uma revisao da literatura para um modelo funcional Assessment is one of the most contested topics in Content and Language Integrated Learning (CLIL) because of the duality between content and language, and the lack of official guidelines and research on this matter. Furthermore, as CLIL is an umbrella term portraying different realities, it is essential to consider the educational contexts in which this methodological approach is set. These various settings make each CLIL program unique concerning general aspects such as the educational level, the amount of exposure to the foreign language, the students’ age and level in the foreign language, and the different subjects being taught through it. The aim of this article is to discuss existing research on CLIL assessment and to offer a preliminary functional model for practitioners to deal with language issues. By analyzing the literature in a systematic way, the concepts of discrete and integrated assessment are revisited, and a closer look at the importance of considering students’ limited language proficiency and errors are also considered. It is hoped that the suggested functional model and the recommendations derived from it can serve as an aid to teachers in assessing language in a variety of CLIL subjects and contexts. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Otto, A. (2018). Assessing language in CLIL: A review of the literature towards a functional model. LACLIL, 11 (2), 308-325. DOI: 10.5294/laclil.2018.11.2.6 Received: 23/11/2018 Approved: 18/02/2019","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"16 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84955762","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":"La enseñanza de segundas lenguas mediante contenidos históricos: un modelo teórico-práctico para el diseño de materiales con el enfoque AICLE","authors":"Ernesto Ferrando Llimós","doi":"10.5294/LACLIL.2018.11.2.5","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.2.5","url":null,"abstract":"La ensenanza de segundas lenguas mediante contenidos historicos: un modelo teorico-practico para el diseno de materiales con el enfoque AICLE O ensino de segundas linguas atraves de conteudos historicos: um modelo teorico-pratico para o design de materiais com a abordagem CLIL The implementation of policies on bilingual education, based on the Content and Language Integrated Learning (CLIL) approach and promoted by different European directives and numerous studies, is now a magnificent field for experimentation on the didactics of second languages through non-linguistic content, such as history. However, the multidisciplinary nature of this educational environment, with its own epistemological characteristics, presents an additional difficulty for content teachers who have to develop didactic materials that integrate both the didactics of content and the learning of second languages. Based on this consideration, this publication aims to articulate a methodological guide for the teacher, an epistemological framework that guides him in his development of teaching units in a CLIL environment. For this purpose, the factors that converge in the development of materials for the teaching of second languages through the subject of History from two points of view will be exposed. The first one concerns language, considering its linguistic levels, which would encompass both the discursive aspect of the historical text and its didactic transposition, and the second concerns content itself, where the current methodological assumptions of the didactics of history will be seen. The article closes with a series of practical proposals for the implementation of the theory exposed with the history of Spain as a theme, using Spanish as a foreign language. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Ferrando, E.  (2018). La ensenanza de segundas lenguas mediante contenidos historicos: un modelo teorico-practico para el diseno de materiales con el enfoque AICLE.  LACLIL, 11 (2), 275-307. DOI:  10.5294/laclil.2018.11.2.5 Received: 27/09/2018 Approved: 07/02/2019","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"27 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81262102","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":"Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation","authors":"E. Mede, Senanur Çinar","doi":"10.5294/LACLIL.2018.11.2.3","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.2.3","url":null,"abstract":"Implementacion del aprendizaje integrado de contenidos y lenguas extranjeras y sus efectos sobre la motivacion de los estudiantes Implementacao de uma aprendizagem integrada de conteudos e linguas estrangeiras e seus efeitos na motivacao dos alunos The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English through this particular approach. The participants consisted of 19 intermediate level students and their instructor. To meet these objectives, the quantitative data were collected through pre- and post-motivation questionnaires whereas the qualitative data came from reflective journals kept by the two CLIL had a positive influence on the students’ motivation while learning English. In addition, the reflective journals suggested that both students and their instructor perceived CLIL as an engaging and functional instructional tool while teaching and learning English. CLIL also helped students to become more responsible for their own learning process. Finally, the two groups of participants shared the difficulties they experienced with this approach, such as timing, workload and speaking. Based on these findings, the study offers recommendations and implications about using CLIL in English classrooms. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Mede, E . & Cinar, S. (2018). Implementation of Content and Language Integrated Learning and its effects on student motivation. LACLIL, 11 (2), 215-235. DOI: 10.5294/laclil.2018.11.2.3 Received: 19/06/2018 Approved: 06/11/2018","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81736422","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":"Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level","authors":"Wen-hsien Yang","doi":"10.5294/LACLIL.2018.11.2.4","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.2.4","url":null,"abstract":"Evaluacion de materiales de aprendizaje integrado de contenidos y lenguas extranjeras contextualizados a nivel de educacion superior Avaliacao de materiais de aprendizagem integrada de conteudos e linguas estrangeiras contextualizados a nivel de ensino superior The Content and Language Integrated Learning (CLIL) approach has been broadly adopted and extensively researched at different educational levels across European contexts. It is also becoming popular in Asian settings due to its dual focus on developing both language skills and content knowledge. It aims to empower learners with high mobility and employability in the globalized job market. However, successful implementation of CLIL in these countries has been difficult for various reasons, including lack of suitable CLIL-based curricular materials. This study reports how an English for Specific Purposes (ESP) teacher, who is also a CLIL practitioner, worked collaboratively with an English learner who has professional, industrial internship experience, to produce contextualized CLIL learning materials for tertiary education. It also examines to what extent the self-designed CLIL materials satisfy standards of good quality. In total, 47 English-major first-year students joined the study in a national polytechnic university in Taiwan. The results reveal that CLIL learners have a fairly high expectation of quality materials, and our design received 5%–25% lower agreement than the criteria. Moreover, learners’ gender, language proficiency and previous secondary school major were factors that affected how they perceive the criteria of quality and our own CLIL materials. This demonstrates complexities of designing CLIL-based curricular materials addressing learners’ individual differences (especially in terms of needs and expectations) in a polytechnic university with pedagogic implications. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Yang, W. (2018). Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level. LACLIL, 11 (2), 236-274. DOI: 10.5294/laclil.2018.11.2.4 Received: 11/09/2018 Apporved: 30/11/2018","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"67 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88145764","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":"Creating “Glocal” Classrooms to Promote Communication","authors":"Jermaine S. McDougald","doi":"10.5294/LACLIL.2018.11.2.1","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.2.1","url":null,"abstract":"Creacion de aulas “glocales” para promover la comunicacion Criacao de salas de aula “glocais” para promover a comunicacao With the globalization of human activities, it has become gradually more important to improve one’s ability to communicate in an additional language. Today, everyone needs to be able to successfully operate in an increasingly globalized world (Ke, 2015; Youssef, 2014), where new communication styles and cultural perspectives differ, allowing learners greater appreciation and understanding of cultural differences. These differences are key in helping learners adjust to various cultural scenarios that will arise throughout their lives. Thus, it is imperative that learners be prepared for the demands of working and living in an increasingly multicultural and interconnected world, and this preparation can be significantly improved by improving language learning and language instruction. By introducing learners to new cultures, historical perspectives, and ways of living and thinking, language classes (L1, L2, or L3) can offer a unique opportunity for creating “glocal” (global + local) classrooms, allowing learners to cross boarders within the confines of the educational institution... To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) McDougald, J. (2018). Creating “Glocal” Classrooms to Promote Communication.  LACLIL ,  11 (2), 185-192. DOI: 10.5294/laclil.2018.11.2.1","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"51 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77047218","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":"The Role of Language Objectives: Strengthening Math and Science Teachers’ Language Awareness with Emergent Bilinguals in Secondary Classrooms","authors":"Holly Hansen-Thomas, J. Langman, Tiffany Farias Sokoloski","doi":"10.5294/LACLIL.2018.11.2.2","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.2.2","url":null,"abstract":"El rol de los objetivos de lenguaje: fortaleciendo la conciencia linguistica de los maestros de matematicas y ciencias con los bilingues emergentes en las clases secundarias O papel dos objetivos da linguagem: fortalecer a consciencia linguistica dos professores de matematica e ciencias com os bilingues emergentes nas aulas secundarias This study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore’s theory on learning: making teaching visible in order to develop the students’ thinking. In the contexts of training both before and after service, a study was conducted on how secondary-science and math teachers contextualize their own teaching according to Emergent Bilinguals (EBs) by using interviews and focus group discussions. Findings reveal that teachers gradually develop an increased sense of importance of language objectives over time. The strengths and challenges highlighted through the study show the need for increased teacher training in the area of teacher language awareness (TLA). So far, the predominance of TLA in the classrooms has been on language, rather than content. Based on the current analysis of how content teachers define and employ language objectives in their teaching, this study proposes a few ways to provide math and science teachers with tools for incorporating language into everyday teaching practices. The present study further supports the call for attention on the needs of all content teachers who work with EBs on training in language awareness. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Hansen-Thomas, H. , Langman, J. , & Farias, T. (2018). The role of language objectives: Strengthening math and science teachers’ language awareness with emergent bilinguals in secondary classrooms. LACLIL, 11 (2), 193-214. DOI: 10.5294/laclil.2018.11.2.2 Received: 22/10/2018 Approved: 13/02/2019","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"41 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90940359","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":"Teaching Music in English: A Content-Based Instruction Model in Secondary Education","authors":"Lucía Bellés-Calvera","doi":"10.5294/LACLIL.2018.11.1.6","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.1.6","url":null,"abstract":"Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"36 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80722534","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":"Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador","authors":"Juanita Argudo, M. Abad, Tammy Fajardo-Dack, P. Cabrera","doi":"10.5294/LACLIL.2018.11.1.4","DOIUrl":"https://doi.org/10.5294/LACLIL.2018.11.1.4","url":null,"abstract":"The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Thinking Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72468417","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}