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Journal of Immersion and Content-Based Language Education最新文献

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Content and language integrated learning in Kazakhstan 哈萨克斯坦的内容和语言综合学习
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-06-11 DOI: 10.1075/jicb.23034.sat
Malik Satayev, Sotiria Varis, Yerkebulan Ashirbayev, Zaure Koshanova, N. Balta
{"title":"Content and language integrated learning in Kazakhstan","authors":"Malik Satayev, Sotiria Varis, Yerkebulan Ashirbayev, Zaure Koshanova, N. Balta","doi":"10.1075/jicb.23034.sat","DOIUrl":"https://doi.org/10.1075/jicb.23034.sat","url":null,"abstract":"This study is a scoping review of research conducted on Content and Language Integrated Learning (CLIL) in\u0000 Kazakhstan. A total of 26 studies were selected, including journal articles and master’s theses. The selected studies were\u0000 thematically analyzed to identify key aspects and shared aspects. Three main thematically organized areas for CLIL research\u0000 emerged from the reviewed studies: (1) Dominant perceptions and beliefs about CLIL, (2) Positive outcomes and challenges in CLIL,\u0000 and (3) CLIL pedagogy and methodology. The majority of the reviewed studies primarily focused on students’ English language\u0000 skills, investigated the affective and cognitive experience of CLIL, and addressed challenges, practices, and concerns related to\u0000 CLIL. These themes capture the current landscape of CLIL research in Kazakhstan and contribute to a more holistic understanding of\u0000 CLIL’s impact on language acquisition and educational practices, thereby informing approaches to language education in Kazakhstan’s trilingual education\u0000 system.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357051","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
Review of Griffiths (2023): The Practice of English as a Medium of Instruction (EMI) Around the World 审查 Griffiths (2023)：全球英语作为教学媒介（EMI）的实践
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-04-19 DOI: 10.1075/jicb.23035.gon
Flor de Lis González-Mujico, Alberto Fernández-Costales
{"title":"Review of Griffiths (2023): The Practice of English as a Medium of Instruction (EMI) Around the World","authors":"Flor de Lis González-Mujico, Alberto Fernández-Costales","doi":"10.1075/jicb.23035.gon","DOIUrl":"https://doi.org/10.1075/jicb.23035.gon","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685144","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
Fluctuating cognitive benefits in children attending early bilingual immersive instruction 早期双语沉浸式教学对儿童认知能力的影响起伏不定
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-04-08 DOI: 10.1075/jicb.22020.cri
Barbu Cristina-Anca, Sophie Gillet, Martine Poncelet
{"title":"Fluctuating cognitive benefits in children attending early bilingual immersive instruction","authors":"Barbu Cristina-Anca, Sophie Gillet, Martine Poncelet","doi":"10.1075/jicb.22020.cri","DOIUrl":"https://doi.org/10.1075/jicb.22020.cri","url":null,"abstract":"\u0000 Cognitive benefits have been reported in early bilinguals as well as in children attending a Content and Language\u0000 Integrated Learning (CLIL) school programme. Recent findings, however, show divergent results. These inconsistent findings seem to\u0000 be attributable, among other factors, to the divergent tasks applied. This study aimed to determine whether a two-year CLIL\u0000 programme has positive effects by applying the same tasks for which advantages were shown previously and to examine whether\u0000 potential gains might impact children’s academic performance. Thirty 7-year-old French-speaking pupils who had been enrolled in a\u0000 CLIL programme since the age of 5 and 30 French-speaking monolinguals following a traditional school programme were compared on\u0000 different attentional and executive tasks after being matched on potential confounding variables. No attentional and executive\u0000 differences were observed, but a significant effect was observed in favour of monolinguals on a task assessing mathematical\u0000 skills. The implications of these results are discussed.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140730269","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
Review of Melo-Pfeifer (2023): Linguistic Landscapes in Language and Teacher Education. Multilingual Teaching and Learning Inside and Beyond the Classroom 评论 Melo-Pfeifer（2023 年）：语言和教师教育中的语言景观。课堂内外的多语教学
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-03-14 DOI: 10.1075/jicb.23033.xin
Yanru Xin, Cécile Bullock
{"title":"Review of Melo-Pfeifer (2023): Linguistic Landscapes in Language and Teacher Education. Multilingual Teaching and Learning Inside and Beyond the Classroom","authors":"Yanru Xin, Cécile Bullock","doi":"10.1075/jicb.23033.xin","DOIUrl":"https://doi.org/10.1075/jicb.23033.xin","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242795","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
The impact of adjunct instruction on EFL academic writing at university 兼职教学对大学英语学术写作的影响
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-02-02 DOI: 10.1075/jicb.22005.roq
Helena Roquet Pugès, Noelia Navarro Gil, F. Nicolás-Conesa
{"title":"The impact of adjunct instruction on EFL academic writing at university","authors":"Helena Roquet Pugès, Noelia Navarro Gil, F. Nicolás-Conesa","doi":"10.1075/jicb.22005.roq","DOIUrl":"https://doi.org/10.1075/jicb.22005.roq","url":null,"abstract":"\u0000Adjunct instruction (AI), a form of content-based instruction, can provide students with opportunities to learn disciplinary discourse in context. Few studies have explored the extent to which AI affects students’ written production over time. This study aims to analyze the impact of a 60-hour AI course in English on writing complexity, accuracy, fluency (CAF) and on holistic measures in two groups with different exposure to English. The participants were 51 first-year Dentistry students from two strands, English-Medium of Instruction (EMI) (n = 21) and first language (L1 Catalan/Spanish) (n = 30). After 60 hours of AI, the EMI+AI group improved lexical diversity, while the L1+AI group improved accuracy and some holistic measures. Correlations between CAF and holistic measures indicate defining features of second language writing in each strand. The benefits of adjunct instruction for writing development are discussed in the light of the two settings explored.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139868656","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
A scoping review of the literature on content and language integrated learning assessment 关于内容和语言综合学习评估的文献综述
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-02-02 DOI: 10.1075/jicb.21025.lia
Weijun Liang, Yanjun Wu
{"title":"A scoping review of the literature on content and language integrated learning assessment","authors":"Weijun Liang, Yanjun Wu","doi":"10.1075/jicb.21025.lia","DOIUrl":"https://doi.org/10.1075/jicb.21025.lia","url":null,"abstract":"\u0000Despite being an essential element of Content and Language Integrated Learning (CLIL), CLIL assessment has received scarce research attention and remains a relatively underexplored area. Since few review studies have been conducted in the field of CLIL assessment, this article constitutes the first attempt to synthesise both theoretical and empirical studies on CLIL assessment around the globe with a view to yielding implications for the understanding, design, and improvement of assessment in CLIL and providing suggestions for future research agendas. Based on a thematic analysis of 77 pertinent publications selected among 763 search results, this scoping review first identified three prominent research themes in CLIL assessment including assessment issues, assessment practices, and assessment frameworks. Subsequently, the review elaborated each theme and discussed some interesting patterns of the literature in great depth. The review concluded with suggestions on future research directions with a view to advancing the uncharted area of CLIL assessment.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139870938","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
The impact of adjunct instruction on EFL academic writing at university 兼职教学对大学英语学术写作的影响
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-02-02 DOI: 10.1075/jicb.22005.roq
Helena Roquet Pugès, Noelia Navarro Gil, F. Nicolás-Conesa
{"title":"The impact of adjunct instruction on EFL academic writing at university","authors":"Helena Roquet Pugès, Noelia Navarro Gil, F. Nicolás-Conesa","doi":"10.1075/jicb.22005.roq","DOIUrl":"https://doi.org/10.1075/jicb.22005.roq","url":null,"abstract":"\u0000Adjunct instruction (AI), a form of content-based instruction, can provide students with opportunities to learn disciplinary discourse in context. Few studies have explored the extent to which AI affects students’ written production over time. This study aims to analyze the impact of a 60-hour AI course in English on writing complexity, accuracy, fluency (CAF) and on holistic measures in two groups with different exposure to English. The participants were 51 first-year Dentistry students from two strands, English-Medium of Instruction (EMI) (n = 21) and first language (L1 Catalan/Spanish) (n = 30). After 60 hours of AI, the EMI+AI group improved lexical diversity, while the L1+AI group improved accuracy and some holistic measures. Correlations between CAF and holistic measures indicate defining features of second language writing in each strand. The benefits of adjunct instruction for writing development are discussed in the light of the two settings explored.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139808806","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
A scoping review of the literature on content and language integrated learning assessment 关于内容和语言综合学习评估的文献综述
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2024-02-02 DOI: 10.1075/jicb.21025.lia
Weijun Liang, Yanjun Wu
{"title":"A scoping review of the literature on content and language integrated learning assessment","authors":"Weijun Liang, Yanjun Wu","doi":"10.1075/jicb.21025.lia","DOIUrl":"https://doi.org/10.1075/jicb.21025.lia","url":null,"abstract":"\u0000Despite being an essential element of Content and Language Integrated Learning (CLIL), CLIL assessment has received scarce research attention and remains a relatively underexplored area. Since few review studies have been conducted in the field of CLIL assessment, this article constitutes the first attempt to synthesise both theoretical and empirical studies on CLIL assessment around the globe with a view to yielding implications for the understanding, design, and improvement of assessment in CLIL and providing suggestions for future research agendas. Based on a thematic analysis of 77 pertinent publications selected among 763 search results, this scoping review first identified three prominent research themes in CLIL assessment including assessment issues, assessment practices, and assessment frameworks. Subsequently, the review elaborated each theme and discussed some interesting patterns of the literature in great depth. The review concluded with suggestions on future research directions with a view to advancing the uncharted area of CLIL assessment.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139810684","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
Cognitive processes and strategies of bilingual students when attempting assessments in an L2 双语学生在尝试用第二语言进行评估时的认知过程和策略
IF 0.7
Journal of Immersion and Content-Based Language Education Pub Date : 2023-12-11 DOI: 10.1075/jicb.23011.ten
Xing San Teng, Janet Hsiao, Yuen Yi Lo
{"title":"Cognitive processes and strategies of bilingual students when attempting assessments in an L2","authors":"Xing San Teng, Janet Hsiao, Yuen Yi Lo","doi":"10.1075/jicb.23011.ten","DOIUrl":"https://doi.org/10.1075/jicb.23011.ten","url":null,"abstract":"\u0000 In bilingual education programs, students learn content knowledge through an additional language (L2). Their\u0000 content knowledge is also assessed through their L2, which raises concerns about underestimating their actual learning. This study\u0000 addresses such concerns by investigating the cognitive processes and strategies of bilingual learners when being assessed in their\u0000 L2. 49 university students, divided into more proficient and less proficient L2 learners, participated in an eye-tracking\u0000 experiment which captured their eye movements when attempting a biology assessment. They then reported their thinking processes\u0000 and strategies during the assessment process in a stimulated recall. In general, the participants engaged in more cognitive\u0000 processes when attempting questions that were more cognitively demanding and required productive language skills. The less\u0000 proficient group had more and longer fixations and regressions than their more proficient counterparts, but the two groups\u0000 reported similar strategies. These findings have implications for assessment design in bilingual education programs.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138978837","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
Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs 有特殊教育需要的少数民族母语学生在英语教学和法语浸入式课程中的学业成绩
Journal of Immersion and Content-Based Language Education Pub Date : 2023-10-19 DOI: 10.1075/jicb.23015.sut
Ann Sutton, Fred Genesee, Elizabeth Kay-Raining Bird, Xi Chen, Tamara Sorenson Duncan, Stephanie Pagan, Joan Oracheski
{"title":"Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs","authors":"Ann Sutton, Fred Genesee, Elizabeth Kay-Raining Bird, Xi Chen, Tamara Sorenson Duncan, Stephanie Pagan, Joan Oracheski","doi":"10.1075/jicb.23015.sut","DOIUrl":"https://doi.org/10.1075/jicb.23015.sut","url":null,"abstract":"Abstract This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students ( n = 131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students’ risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730512","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
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