Latin American Journal of Content & Language Integrated-LACLIL最新文献_第9页

The illusio of the foreign language standard in a Colombian university 哥伦比亚大学外语标准的幻觉

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-11-29 DOI: 10.5294/LACLIL.2016.9.2.8

Rigoberto Castillo, Alexandra Pineda-Puerta

{"title":"The illusio of the foreign language standard in a Colombian university","authors":"Rigoberto Castillo, Alexandra Pineda-Puerta","doi":"10.5294/LACLIL.2016.9.2.8","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.2.8","url":null,"abstract":"The Ministry of education in Colombia set a policy for higher education in which graduates should achieve an intermediate proficiency level (B1) in another language; and by 2025 it expects that they leave college with an upper intermediate level (B2). This report deals with a private college that attempts to participate in the policy, yet the college has a requirement, not a foreign language policy. It offers their students 160 hours in which they hardly attain a high beginner level (A2). The Board of Directors of the college conducted a satisfaction survey that becamethe first cycle of the action research study reported here. The sample of 624 EFL learners expressed dissatisfaction with the program and frustration with the approach and with the results. The situation mirrored what Bourdieu (1995) defines as the illusio, the belief that the “game” we collectively agree to play is worth playing, that the fiction we collectively elect to accredit constitutes reality. The authors conducted a second cycle to establish the source of dissatisfaction, and to identify the needs and wants of the stakeholders. The results indicate that the administrators expect that English reinforce disciplinary knowledge, while learners expect to learn to speak it, and teachers expect to teach grammar. A third cycle has been planned to propose a curriculum proposal that reconciles the allotments of resources of time, space, staff, content learning and language learning with a standard that meets the needs and expectations of the program. In other words we expect to make a proposal that corrects the collective misperception of realitywhich constitutes a reality in itself. doi: 10.5294/laclil.2016.9.2.8","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"426-450"},"PeriodicalIF":0.6,"publicationDate":"2016-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71158005","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: 6

Culture through Comparison: Creating Audio-Visual Listening Materials for a CLIL Course. 比较中的文化:为CLIL课程制作视听听力材料。

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-11-23 DOI: 10.5294/LACLIL.2016.9.2.5

I. Zhyrun

{"title":"Culture through Comparison: Creating Audio-Visual Listening Materials for a CLIL Course.","authors":"I. Zhyrun","doi":"10.5294/LACLIL.2016.9.2.5","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.2.5","url":null,"abstract":"Authentic listening has become a part of CLIL materials, but it can be difficult to find listening materials that perfectly match the language level, length requirements, content, and cultural context of a course. The difficulty of finding appropriate materials online, financial limitations posed by copyright fees, and necessity to produce intellectual work led to the idea of designing videos specifically for a university level CLIL course. This article presents a brief overview of current approaches to creating CLIL materials, gives rationale for recording of CLIL audio-visual materials, and discusses their challenges. It provides an example of audio-visual materials design for listening comprehension taking into consideration educational and cultural contexts, course content, and language learning outcomes of the program. In addition, it discusses advantages and limitations of created audio-visual materials by contrasting them with authentic materials of similar type found on YouTube. According to a pilot survey, language used in recorded CLIL videos is easier to understand than the language used in YouTube videos. The content of CLIL videos is more related to students’ life and they experience more positive emotions while watching them. CLIL videos bridge the gap between the concepts studied and a local culture making the learning more meaningful and enjoyable. doi: 10.5294/laclil.2016.9.2.5","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"345-373"},"PeriodicalIF":0.6,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157651","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: 15

The effect of explicit vs. implicit instruction on mastering the speech act of thanking among Iranian male and female EFL learners 外显与内隐指导对伊朗男女英语学习者掌握致谢言语行为的影响

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-11-23 DOI: 10.5294/LACLIL.2016.9.2.7

M. Ghaedrahmat, Parviz Alavinia, Reza Biria

引用次数: 1

Assessment in CLIL: Test development for content and language for teaching natural science in English as a foreign language CLIL中的评估:以英语为外语的自然科学教学内容和语言的测试开发

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-11-23 DOI: 10.5294/LACLIL.2016.9.2.3

J. P. Leal

{"title":"Assessment in CLIL: Test development for content and language for teaching natural science in English as a foreign language","authors":"J. P. Leal","doi":"10.5294/LACLIL.2016.9.2.3","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.2.3","url":null,"abstract":"On-going bilingual programs without regard to needs analysis; little research on the actual effects of CLIL in Colombia and vague awareness or knowledge about the necessary considerations for effective CLIL programs, underpin the need to address a particular issue of curriculum as it is summative assessment. This small scale study takes place in a Natural Science class using a CLIL approach with thirdgrade students at A2 proficiency level who have been progressively immersed in a bilingual program at a private school in Bogota, Colombia. Regularly scheduled tests were analyzed in order to identify suitable assessment items hat simultaneously report on the content and language achievement in order to provide guidelines for test development that are aligned with the teaching goals, consistently measure students’ progress, and facilitate teaching practices. This study entails a systematic examination of test items using formal item analysis to depict test validity from an assessment grid that integrates content, at different knowledge levels, CALP functions and cognitive skills. The study concludes that the assessment grid is a helpful tool to discriminate language and content achievement in the results of multiple-choice CLIL tests, by increasing teachers’ understanding of the language demands of test items and the level of difficulty of content tasks. doi: 10.5294/laclil.2016.9.2.3","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"43 1","pages":"293-317"},"PeriodicalIF":0.6,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157523","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: 20

Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes 分析整个CLIL学校:学生的态度、动机和接受性词汇结果

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-11-22 DOI: 10.5294/LACLIL.2016.9.2.2

Mario Arribas

{"title":"Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes","authors":"Mario Arribas","doi":"10.5294/LACLIL.2016.9.2.2","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.2.2","url":null,"abstract":"CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students’ receptive vocabulary outcomes. All students (n=403) enrolled in secondary education in a bilingual school fulfilled a questionnaire and completed two receptive vocabulary level tests (VLT 2k and 3k bands). The findings of the study report on all learners’ opinions and it also correlates vocabulary outcomes from students of the last year of compulsory education (16 years old) with their motivation towards English. Once we analysed the questionnaire and the 2k and 3k versions of the VLT, we concluded that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation, albeit differences were not found statistically significant (Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, and Mann-Whitney tests). We attribute this lack of statistical significance to the irregular CLIL implementation in the school and the short experience of the school with this methodology. doi: 10.5294/laclil.2016.9.2.2","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"267-292"},"PeriodicalIF":0.6,"publicationDate":"2016-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157919","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

Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation 日本大学以英语为教学媒介的课程问题探析

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/5474

G. Toh

引用次数: 5

The More the Merrier - Revisiting CLIL-Based Vocabulary Growth in Secondary Education 越多越好——重新审视基于clil教学法的中学教育词汇增长

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/LACLIL.2016.9.1.3

E. Gierlinger, Thomas Wagner

{"title":"The More the Merrier - Revisiting CLIL-Based Vocabulary Growth in Secondary Education","authors":"E. Gierlinger, Thomas Wagner","doi":"10.5294/LACLIL.2016.9.1.3","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.1.3","url":null,"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","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"37-63"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157395","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: 17

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 台湾高等教育内容与语言整合学习课程之学习效能、管理困难与改善之调查:持份者观点之调查

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/LACLIL.2016.9.1.4

Wen-hsien Yang

{"title":"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":"Wen-hsien Yang","doi":"10.5294/LACLIL.2016.9.1.4","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.1.4","url":null,"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","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"64-109"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157448","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: 20

Using online translators in the second language classroom: Ideas for advanced-level Spanish 在第二语言课堂中使用在线翻译:高级西班牙语的想法

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/LACLIL.2016.9.1.6

Elizabeth Enkin, Errapel Mejías-Bikandi

引用次数: 34

Retraction of "Project work in CLIL: A bibliographical review" 《CLIL项目工作:文献回顾》的撤稿

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Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-06-11 DOI: 10.5294/6714

C. Anderson

引用次数: 0