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Wyszukujesz frazę "Content and Language Integrated Learning" wg kryterium: Temat

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    Wyświetlanie 1-4 z 4
    Tytuł:
    The effects of CLIL on mathematical content learning: A longitudinal study
    Autorzy:
    Surmont, Jill
    Struys, Esli
    Van Den Noort, Maurits
    Van De Craen, Piet
    Powiązania:
    https://bibliotekanauki.pl/articles/781063.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    content and language integrated learning
    second language
    teaching
    math performance
    longitudinal study
    Opis:
    Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 319-337
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context
    Autorzy:
    Lockley, Thomas
    Powiązania:
    https://bibliotekanauki.pl/articles/780904.pdf
    Data publikacji:
    2015-03-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    content and language integrated learning
    second language willingness to communicate
    international posture
    Japanese EFL
    Opis:
    This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 1; 87-108
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs
    Autorzy:
    Basterrechea, María
    Gallardo-del-Puerto, Francisco
    Powiązania:
    https://bibliotekanauki.pl/articles/780683.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language-related episodes (LRE)
    pair dynamics
    pair formation
    collaborative task
    content and language integrated learning (CLIL)
    Opis:
    A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf & Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different patterns of interaction (Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 423-447
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English medium instruction: Comparing teacher beliefs in secondary and tertiary education
    Autorzy:
    Briggs, Jessica G.
    Dearden, Julie
    Macaro, Ernesto
    Powiązania:
    https://bibliotekanauki.pl/articles/780421.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English medium instruction (EMI)
    content and language integrated learning (CLIL)
    teacher cognition
    teacher professional development
    Opis:
    Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 3; 673-696
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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