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Tytuł:
Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice
Autorzy:
Banegas, Dario Luis
Poole, Paige Michael
Corrales, Kathleen A.
Powiązania:
https://bibliotekanauki.pl/articles/780787.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
bilingual education
Latin America
teacher education
Opis:
Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 283-305
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
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:
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:
Vocabulary development in a CLIL context: A comparison between French and English L2
Autorzy:
Baten, Kristof
Van Hiel, Silke
De Cuypere, Ludovic
Powiązania:
https://bibliotekanauki.pl/articles/780771.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
vocabulary
L2 English
L2 French
productive and receptive levels tests
Opis:
Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this concern, the present study investigated the (productive and receptive) vocabulary development in L2 English and L2 French of the same group of learners within a CLIL context. The aim was not to evaluate the benefits of CLIL over non-CLIL, but, instead, to examine whether vocabulary gains in CLIL learning are language-dependent. More specifically, this study included 75 Flemish eight-grade pupils who had CLIL lessons in both English and French. The results show that although the pupils have a larger English vocabulary, the level of improvement (from pretest to posttest) is not different across the languages. The findings indicate that within CLIL vocabulary knowledge also develops in languages other than English.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 307-336
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Biomonitoring through English
Autorzy:
Belyaeva, Tatyana
Powiązania:
https://bibliotekanauki.pl/articles/1390754.pdf
Data publikacji:
2017
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
ESL
biomonitoring
education for sustainable development
CLIL
ESP
Opis:
The aim of this article is to describe how the interdisciplinary approach to teaching English, based on some aspects of content and language integrated learning (CLIL) methodology, is implemented by combining environmental science, sustainable development, and the English language. The paper introduces an English as a Second Language (ESL) course book designed for students of Environmental Monitoring, who study biomonitoring within the framework of an experimental CLIL course. At the end of each topic students present a project which proves their acquisition of professional and language knowledge. As a result, students obtain professional competence in a wide range of skills. More importantly, this goal is achieved without extending the curriculum.
Źródło:
Studia Periegetica; 2017, 17(1); 89-98
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
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:
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:
LEAN-GREEN MANUFACTURING: COLLABORATIVE CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION AND ENGINEERING COURSES
Autorzy:
CALVETE GASPAR, MARCELO RUDOLFO
MARTINS DE ANDRADE RÉGIO, MÓNICA
AFONSO DE PASSOS MORGADO, MARIA MARGARIDA
Powiązania:
https://bibliotekanauki.pl/articles/957807.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Industrial Engineering
Manufacturing Processes
Engineering Education
Collaborative Learning
CLIL
Opis:
Lean and Green manufacturing processes aim at achieving lower material and labour costs, while reducing impacts on the environment, and promoting sustainability as a whole. This paper reports on a pilot experiment with higher education and engineering students, exploring the full potential of a collaborative approach on courses integrating the Portuguese Polytechnic of Castelo Branco engineering studies curricula, while simultaneously improving their proficiency in English. Content and Language Integrated Learning (CLIL) has become a key area of curricular innovation since it is known for improving both language and content teacher and student motivation. In this context, instructional design for CLIL entailed tandem work of content (engineering) and language (English) teacher to design learning sequences and strategies. This allowed students to improve not only their language skills in English but also their knowledge in the specific engineering domain content on green and lean manufacturing processes.
Źródło:
Journal of Education Culture and Society; 2017, 8, 2; 208-217
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategie uczenia się słownictwa specjalistycznego
Strategies for Learning Specialized Vocabulary
Autorzy:
Cholewa, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/52566906.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Learning Strategies
Strategies for Learning Specialized Vocabulary
language for specific purposes
CLIL
strategie uczenia się
strategie uczenia się słownictwa specjalistycznego
język dla celów specjalistycznych
Opis:
CLIL (Content Language Integrated Learning) is defined as the integration of specific content with language learning objectives. In higher education, it refers to the simultaneously teaching academic content and language skills in a given language. The core concept revolves around the use of a second/foreign language to acquire knowledge, while while concurrently enhancing language skills and vocabulary, including the acquisition of new specialist terms. Developing the lexical subsystem as a an integral component of linguistic competence is particularly important in the process of linguistic reception and production. Vocabulary learning strategies prove invaluable in this context. The discussion on the strategy of learning lexis in a foreign language appeared in the academic literature at the end of the last century. Previously, this matter was addressed in research on learning strategies and communication strategies. In academia, knowledge of professional vocabulary and terminology is indispensable for mastering specialist content taught in a second language. Learners must not only grasp the meaning of concepts, but also employ them with precision. So how do students learn new specialist vocabulary, and which lexis learning strategies do they use?  This article aims  to present the results of my own research on the application of specialized vocabulary learning strategies by students of economic sciences. 
Źródło:
Neofilolog; 2024, 62/1; 123-138
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
OPEN EDUCATIONAL RESOURCES, ICT AND VIRTUAL COMMUNITIES FOR CONTENT AND LANGUAGE INTEGRATED LEARNING
Autorzy:
Cinganotto, Letizia
Cuccurullo, Daniela
Powiązania:
https://bibliotekanauki.pl/articles/955416.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CLIL
OER
virtual communities
ICT
informal learning
Opis:
The present contribution is aimed at describing one of the latest trends in the European school curricula: the teaching of subject content in a foreign language (CLIL), which is becoming more and more popular all over Europe, also bearing in mind the latest recommendations from the European Commission. Starting with a brief theoretical background on CLIL, the article focuses on OER (Open Educational Resources) and digital tools that have strongly changed and reshaped the educational landscape, offering a lot of opportunities for CLIL teachers and trainers. This scenario has also changed the interaction among teachers, building up virtual communities of practice aimed at sharing ideas and good practices for better quality teaching/learning. Some examples of these CLIL communities are provided.
Źródło:
Teaching English with Technology; 2016, 16, 4; 3-11
1642-1027
Pojawia się w:
Teaching English with Technology
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:
Pupils’ and teachers’ perceptions of CLIL in primary school: A case study
Postrzeganie CLIL przez uczniów i nauczycieli w szkole podstawowej: stadium przypadku
Autorzy:
Czura, Anna
Anklewicz, Ada
Powiązania:
https://bibliotekanauki.pl/articles/1897136.pdf
Data publikacji:
2018-12-30
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
CLIL
szkoła podstawowa
postrzeganie
język obcy
matematyka
primary school
attitudes
foreign language
mathematics
Opis:
With the intention of promoting plurilingualism, many European systems of education have adopted approaches that aim at integrating content and a foreign language in the subject classroom. In Poland, CLIL-type instruction is rather elitist since it is addressed mainly to the most gifted students of secondary schools. The objective of the pilot study presented in this article was to implement CLIL mathematics lessons in a state primary school in Poland and analyse the pupils’ and the teachers’ perceptions of implementing this new form of instruction. On the basis of semi-structured interviews conducted with the pupils it can be stated that despite the general dislike of mathematics, they held a positive view of this subject when taught in English. In the open-ended surveys, the teachers indicated that although CLIL appeared to be motivating for the pupils and contributed to the increase in certain aspects of their language competence, it failed to facilitate any progress in the content subject. Moreover, the teachers struggled with heavy workload and the lack of proper teaching and learning resources that could be readily applied in CLIL-based classes in primary school.
Jednym ze sposobów upowszechniania wielojęzyczności w Europie jest prowadzenie w szkołach zajęć łączących nauczanie treści i języka obcego w klasie przedmiotowej. CLIL w Polsce ma charakter elitarny, gdyż adresowany jest głównie do najzdolniejszych uczniów szkół ponadpodstawowych. Celem niniejszego studium przypadku jest analiza sposobu postrzegania przez uczniów i nauczycieli prowadzonych w języku angielskim lekcji matematyki. Na podstawie przeprowadzonych z uczniami wywiadów częściowo ustrukturyzowanych można stwierdzić, że pomimo ogólnej niechęci do matematyki, ich stosunek do nauczania tego przedmiotu w języku angielskim był pozytywny. W zawierającej pytania otwarte ankiecie pisemnej nauczyciele wskazali, że nowe podejście to było dla uczniów interesujące i pozytywnie wpłynęło na poziom niektórych aspektów ich kompetencji językowych. Jednocześnie nauczyciele nie zauważyli wpływu CLIL na wzrost efektywności przyswajania treści z zakresu matematyki. Nauczyciele borykali się także z dużym obciążeniem pracą i brakiem odpowiednich materiałów dydaktycznych łączących nauczanie treści przedmiotowych z językiem angielskim.
Źródło:
Linguodidactica; 2018, 22; 47-63
1731-6332
Pojawia się w:
Linguodidactica
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:
STUDENTS’ PERCEPTIONS OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT SELECTED TECHNICAL UNIVERSITIES IN POLAND
Autorzy:
Droździał-Szelest, Krystyna
Szczuka-Dorna, Liliana
Powiązania:
https://bibliotekanauki.pl/articles/1036859.pdf
Data publikacji:
2020-02-17
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
basic skills, students' needs
content-based instruction
specialist knowledge
CLIL (Content and Language Integrated Learning)
communicative teaching
language immersion
professional competence
podstawowe umiejętności
potrzeby studentów
nauczanie przedmiotowe (poprzez treści)
wiedza specjalistyczna
CLIL (zintegrowane nauczanie językowo-przedmiotowe)
nauczanie komunikacyjne, „zanurzenie” w języku
kompetencja zawodowa
Opis:
The present article is an attempt to present the situation in the area of Content and Language Integrated Learning at some technical universities in Poland. It starts with a brief outline of CLIL methodology as well as its status in the context of Polish tertiary education, and then moves on to a discussion of the results of the study conducted among Polish and international students attending English-medium courses in their specialist areas, such as, for instance, engineering. The courses involve learning of new, difficult concepts as well as specialized vocabulary. The study took place in three universities which have been offering content instruction in English for a number of years. Its aim was to investigate problems and difficulties that students come across during the course of their studies in a foreign language, as well as their expectations concerning such a mode of education.
Źródło:
Neofilolog; 2013, 41/2; 149-167
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing Individual Language Competences via Task-Based Learning and Content and Language Integrated Learning (CLIL)
Autorzy:
Ebenberger, Astrid
Powiązania:
https://bibliotekanauki.pl/articles/605868.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Individualiaation
differentiation
CLIL
task-based-learning
foreign-language-teaching
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
In Austria optional English language teaching (ELT) starts in kindergarten. It becomes obligatory and curriculum based in the first year of primary school. The first two years language teaching happens in an integrative way and lasts around 20 minutes per week. It gets expanded to one single lesson per week in the 3rd and 4thgrade of primary school. Schools are allowed to decide autonomously if they offer – depending on their financial and human resources – additional courses for gifted and interested young learners. Therefor the outcomes and competences of learners after four years of obligatory ELT sometimes differ tremendously when children proceed to secondary education. Dealing with a heterogeneous group of language learners and teaching according to individual needs, competences and pre-knowledge seems to be one of the most important and most difficult challenges each teacher, even primary school teachers, has to focus. The aspects of differentiation and individualisation have become crucial for the success of a teaching and learning process. Concepts like task-based learning and especially content and language integrated learning (CLIL) support the increase of proficiency, accuracy and fluency in English as a foreign language. The methods force the preparation of different material and different exercises due to different pre-knowledge, different depths of knowledge and different interests of learners.  According to these aspects the paper (and the talk) presents examples and material that supports the development of individual language competences. 
Le numéro contient uniquement les résumés en anglais.
Том не содержит аннотаций на английском языке.
Źródło:
Lublin Studies in Modern Languages and Literature; 2017, 41, 1
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
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