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    Wyświetlanie 1-8 z 8
    Tytuł:
    Analyzing types of classroom interaction in CLIL
    Autorzy:
    Papaja, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/919714.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    CLIL
    Content and Language Integrated Learning
    Bilingual education
    Interaction
    Language classroom
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 43-52
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    Poszukiwanie innowacyjnych rozwiązań w edukacji przedszkolnej. Doświadczenia nauczycielek pracujących na podstawie programu wychowania przedszkolnego Tablit
    Searching for Innovatives in Pre-School Education: Experiences of Tablit-Teachers
    Autorzy:
    Basińska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/920425.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    kindergarten curriculum
    project approach
    Questioning the Author
    Content and Language Integrated Learning
    Tablit
    Opis:
    The article presents Tablit – a kindergarten curriculum, its constructivist assumptions as well as innovative methodology: the Project Approach, Questioning the Author and CLIL. Selected experiences of teachers who had tested the curriculum were analyzed.
    Źródło:
    Studia Edukacyjne; 2018, 51; 373-386
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    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:
    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
    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:
    Using Blogs for Foreign Language Teaching and Learning
    Autorzy:
    Gorąca-Sawczyk, Gabriela
    Powiązania:
    https://bibliotekanauki.pl/articles/915687.pdf
    Data publikacji:
    2013-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    blogs
    education blogs
    blended learning
    integrated language learning
    autonomy
    medial competence
    cultural competence
    multimodal communication in foreign language classes
    motivation
    Opis:
    The main purpose of the study reported in this article is to find out from the didactic perspective what a blog is, how it can be effectively used in foreign language teaching and learning, and which competences can be developed by students using blogs. This article also aims to show whether blogs written by teachers motivate students to learn foreign languages. 
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 2; 87-99
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English and other languages in a plurilingual pedagogical approach: A case study from northern Italy
    Autorzy:
    Irsara, Martina
    Powiązania:
    https://bibliotekanauki.pl/articles/14999924.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Language teaching approaches
    English language learning as an L3
    Ladin
    multilingualism
    plurilingualism
    integrated linguistic education
    crosslinguistic awareness
    Opis:
    Language teaching constantly needs to be adapted to changing societal realities, such as the spread of English as an international language or the growing linguistic complexity in Europe. A key question is whether and how languages could be treated together in school programmes to cater to a multilingual milieu. This article analyses a plurilingual pedagogical approach that is adopted in a few primary schools in the Italian province of South Tyrol. The research is a qualitative case study and draws on various theoretical perspectives, including the method model developed by Richards and Rodgers (1982, 2001, 2014). The dataset comprises analogue and digital data gathered through participant observation, field notes, personal communications, audio recordings, and school documents. Results show how a multilingual turn has taken root in the context examined, while reinforcing English acquisition.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 119-140
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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