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Tytuł:
Investigating Code-switching in a Content and Language Integrated Learning (CLIL) Classroom
Autorzy:
Papaja, Katarzyna Lidia
Wysocka-Narewska, Marzena
Powiązania:
https://bibliotekanauki.pl/articles/783207.pdf
Data publikacji:
2020
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
code-switching, CLIL, CLIL learners, CLIL teachers
Opis:
The aim of this article is to provide an outline of the research on code-switching in CLIL, starting with a brief description of code-switching and its main causes. The study, which is to be presented, was conducted among Secondary School CLIL learners and is based on a questionnaire especially prepared for this study. The main aim of the study was to investigate the situations in which CLIL learners switch the codes. Additionally, the researchers were trying to find out the positive and negative impact of this phenomenon on the foreign language being acquired.
Źródło:
Theory and Practice of Second Language Acquisition; 2020, 6, 1; 51-63
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges
Autorzy:
Banegas, Dario, Luis
Powiązania:
https://bibliotekanauki.pl/articles/781002.pdf
Data publikacji:
2012-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CBI
CLIL
CBI continuum
CLIL models
Opis:
In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 1; 111-136
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring the Use of L1 in CLIL
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/916819.pdf
Data publikacji:
2018-11-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L1
CLIL
Opis:
There have always been contradicting views about whether to use the mother tongue in the foreign language classroom. The issue this paper is going to examine in more detail is the use as well as the purpose of the Polish language used in selected Content and Language Integrated Learning classrooms.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2007, 33, 1; 129-135
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intelligibility within a Modified CLIL Framework
Autorzy:
Nikolić, Dušan
Powiązania:
https://bibliotekanauki.pl/articles/914204.pdf
Data publikacji:
2017-08-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
intelligibility
communication
Opis:
The paper provides a brief summary of what CLIL is and why it is regarded as a mainstreampedagogical approach today. The paper’s aim is to state the significance of language withinZydatiß’ modified version of 4Cs framework of CLIL and to recommend the re-modified 4Csframework of CLIL. The paper further stresses the importance of pronunciation for communicationfocusing on intelligibility as a necessary linguistic category arguing that intelligibility should become an essential part of communication within CLIL. The paper also lists the important implications for the further proceedings in this direction.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 119-130
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Designing a pre-service CLIL teacher education program
Autorzy:
Brzosko-Barratt, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1789416.pdf
Data publikacji:
2019-11-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
CLIL
foreign language
pre-service teacher education
early education
CLIL lesson planning
Opis:
This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 173-193
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Content and Language Integrated Learning – functional safety study programme in English
Autorzy:
Raczkiewicz, J.
Golacki, K.
Powiązania:
https://bibliotekanauki.pl/articles/30147142.pdf
Data publikacji:
2018
Wydawca:
Akademia Wojsk Lądowych imienia generała Tadeusza Kościuszki
Tematy:
functional safety
study programme
CLIL
Opis:
Safety engineering has become a challenging and rewarding career field in the present day age of rapid technological and scientific advances. But how to raise student’s awareness regarding the legal and regulatory requirements introduced by safety organizations and government agencies? The aim of this paper is to show how successful cooperation between professionals in the field of safety engineering, especially functional safety and experienced university language teachers can boost student motivation and inspire them to face the social and industrial needs of changing business environments. We will try to prove that a tailor-made course provides students with efficient information about the subject, source material and vocabulary from the field of safety engineering. It will also enable students to use knowledge to respond to hazards and accidents. It will teach them to take independent decisions in emergency situations and prepare them to feel comfortable in the global business.
Źródło:
Scientific Journal of the Military University of Land Forces; 2018, 50, 2(188); 121-130
2544-7122
2545-0719
Pojawia się w:
Scientific Journal of the Military University of Land Forces
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Understanding CLIL as an innovation
Autorzy:
Kelly, Richard
Powiązania:
https://bibliotekanauki.pl/articles/780583.pdf
Data publikacji:
2011-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
communication
cognition
language development
Opis:
This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 1; 153-171
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?
Autorzy:
De Smet, Audrey
Mettewie, Laurence
Galand, Benoit
Hiligsmann, Philippe
Van Mensel, Luk
Powiązania:
https://bibliotekanauki.pl/articles/780975.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
anxiety
enjoyment
CLIL
English
Dutch
Opis:
This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 47-71
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLIL Method in Mathematics Teaching at University Level
Autorzy:
Olek, A.
Powiązania:
https://bibliotekanauki.pl/articles/121638.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
Tematy:
metoda CLIL
Politechnika Łódzka
nauczanie matematyki
CLIL metod
Technical University of Lodz
teaching mathematics
Opis:
In this article I intend to present implementation of the CLIL method at the International Faculty of Engineering of Lodz University of Technology and share my experience I have gained while working as an academic teacher there. I will point out challenges facing lecturers who teach in a foreign language as well as satisfaction this work brings.
Źródło:
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics; 2016, 21; 17-22
2450-9302
Pojawia się w:
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes
Autorzy:
Zhou, Xiaozhou (Emily)
Mann, Steve
Powiązania:
https://bibliotekanauki.pl/articles/1203051.pdf
Data publikacji:
2021-06-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translanguaging
action research
CLIL
Chinese
pedagogy
Opis:
Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 2; 265-289
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LOGISTIK AN DER GERMANISTIK – WARUM NICHT? EIN PLÄDOYER FÜR DEN FACHSPRACHENUNTERRICHT AN DER UNIVERSITÄT
Teaching logistics in German Studies – why not? A request for specialized languages at university
Autorzy:
Strzelecka, Grażyna
Powiązania:
https://bibliotekanauki.pl/articles/442855.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
logistics, German studies, languages for specific purposes, university, CLIL
logistyka, filologia germańska, język specjalistyczny, uniwersytet, CLIL
Opis:
Not often do we encounter a specialized foreign language course at a university humanities department. However, why should foreign lan-guage students not be provided with practical knowledge which may be useful in future professional life? The article presents an experi-ment conducted with the participation of MA students of German studies at Warsaw University. The aim is to teach language skills, as well as convey professional knowledge in the CLIL formula, which is becoming more and more popular. It is consistent with requests of students themselves. Logistics is a useful introduction to various branches of the economy. Considering that the German language is becoming more and more important in business-related professions, the topics discussed in this course may be required in logistics, for-warding and other areas. In addition to traditional logistics topics, such as transport, storage and waste disposal, we also discuss topics such as business correspondence or negotiations and practice translations.
Źródło:
Neofilolog; 2018, 51/2; 211-224
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pupils’ motivation in mathematics teaching using the CLIL method
Autorzy:
Laitochová, J.
Wossala, J.
Powiązania:
https://bibliotekanauki.pl/articles/121851.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
Tematy:
nauczanie matematyki
motywacja
uczeń
metoda CLIL
teaching mathematics
motivation
pupil
CLIL method
Content and Language Integrated Learning
Opis:
The CLIL method is a relatively new trend in education. It is a combination of content and language learning (from the English: Content and Language Integrated Learning). The article is focused on using the CLIL method in the Czech Republic. The article explores the influence of this method on students’ motivation, too.
Źródło:
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics; 2014, 19; 111-114
2450-9302
Pojawia się w:
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLIL’s Role in Facilitating Intercultural Learning
Autorzy:
Romanowski, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/555476.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
CLIL
bilingual education
intercultural learning
intercultural competence
Opis:
Alongside the globalisation phenomenon, many European countries have already situated their educational practice in existing multilingual contexts. The multilingualism policies of the European Union provided an ideal backdrop to the development of integrative approaches such as Content and Language Integrated Learning (CLIL) and, as a result, the term CLIL was coined in 1996 through sustained interest and pedagogical activity in the field of bilingual education across Europe. CLIL environments can also facilitate the promotion of intercultural communicative competence as described in the Common European Framework of Reference for Languages. In addition, as culture seems to be one of the five dimensions of CLIL provision, it is essential to discuss and consider the incorporation of an intercultural perspective in CLIL. The integrative nature of CLIL gives an opportunity for a simultaneous combination of foreign language learning, content subject learning and intercultural learning
Źródło:
Applied Linguistics Papers; 2018, 25/2; 71-87
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL
Autorzy:
Cinganotto, Letizia
Cuccurullo, Daniela
Powiązania:
https://bibliotekanauki.pl/articles/605950.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Literacy
pluriliteracies
CLIL
21st century learner
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The paper focuses on the concept of literacy in the 21st century, which takes the shape of “pluriliteracies” in order the meet the challenges of the knowledge society. A project promoted by the European Centre of Modern Languages in Graz titled “Pluriliteracies Teaching for Learning” will be mentioned and described, referring to the conceptual framework aimed at deeper learning by interpreting and revisiting CLIL (Content and Language Integrated Learning) methodology. 
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLIL and non-CLIL students beliefs about language
Autorzy:
Sylven, Liss Kerstin
Powiązania:
https://bibliotekanauki.pl/articles/780589.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
learner beliefs
CLIL
visual narratives
Opis:
This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 251-272
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 57

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