Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy,...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Content-based instruction (CBI) is a pedagogical approach used in the second/other language classroom that commits to addressing both language- and content-learning objectives. Scholars have found that, particularly in the planning stages, teachers struggle with achieving that balance (Donato, 2016; Lyster, 2007). This study examines world language (WL) teachers’ planning for CBI via these research questions: (1) When experienced teachers from traditional WL classroom contexts design CBI unit plans, what do these plans reveal about the pathways they take towards CBI in a traditional WL settings? (2) What broader challenges and opportunities related to using CBI in the traditional WL context are revealed? The data sources in this qualitative lesson analysis study are 36 unit plans developed as the final project for a graduate-level...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Previous studies have recommended employing genre analysis as a supportive framework for English scientific content in the content and language integrated learning (CLIL) context. However, little is known about how CLIL teachers collaborate to co-create genre-based scaffolds and how they perceive the benefits and challenges of genre analysis for material development through interdisciplinary teacher collaborations. This study aims to fill these gaps by exploring how two physics teachers and two English teachers paired to co-create scaffolds to improve students’ comprehension of English scientific materials. This study also investigates the teachers’ perceptions of their genre-based scaffolding design experiences via interdisciplinary teacher collaborations. This study is a qualitative case study, collecting data from scaffolds in...

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

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Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

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Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10–11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) (n = 54) group and a high-intensity...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners’ language and cognitive development. To address this issue, the study adopts a classroom discourse analysis approach to capture features of effective teacher scaffolding in a CLIL-framed intensive reading class. Results showed a perceived increase in learners’ language and cognitive abilities while also revealing a series of effective teacher scaffolding strategies in CLIL. These include frequent use of dialogic inquiry and incidental feedback in discourse extensions, and the variation of teacher scaffolding strategies in response to students’ learning needs. The findings will...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

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This study examines the effectiveness of content and language integrated learning (CLIL) in primary school English teaching, focusing its impact on the English learning ability and interest of lower-grade students. Two hundred and forty first-grade students were selected from three primary schools in Shenzhen (115 in the experimental group and 125 in the control group) for a one-week intervention. Results showed that students in the experimental group significantly outperformed those in the control group in terms of English learning ability, maintaining a stable advantage across three tests. Additionally, the experimental group’s learning interest increased significantly from pre-test to post-...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual schools in Tehran, Iran, were selected. The experimental group included 50 students, while the control group included 60 students. Receptive and productive vocabulary sizes of three grades from both environments were compared using the Vocabulary Levels Test (VLT) and the Productive Vocabulary Levels Test (PVLT). The results indicated that learners’ receptive and productive vocabulary sizes in both CLIL and non-CLIL groups are below 1,000 words, according to the results of the 2k VLT and 2k PVLT...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: español académico

Resumen:

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La presencia cada vez más numerosa de estudiantes de movilidad procedentes de distintos países comunitarios y extracomunitarios en las aulas de nuestras universidades hace necesario habilitar un espacio curricular para ellos. No hay que olvidar que su presencia es parte de los objetivos marcados por el proyecto del Espacio Europeo de Enseñanza Superior (EEES); y una correcta integración de este tipo de alumnado respondería a las aspiraciones de internacionalización de la Universidad. La pretensión de esta propuesta es exponer el mecanismo de los cursos en los que a partir de la instrucción en las destrezas orales se establece la base para profundizar en el aprendizaje de la expresión escrita en...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

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The purported foreign language gains of content and language integrated learning (CLIL) over traditional EFL (English as a foreign language) programs with young learners are still unclear. Specifically, little is known about how CLIL time and timing impact grammatical complexity. Additionally, mediating factors such as socioeconomic status (SES) and extramural exposure have been rarely controlled in the existing literature. This study analysed grammatical complexity in four groups of young learners in Spain (n = 108) during an oral task. The sample comprised: (1) an EFL-only group (1,766 EFL hours), (2) a low-exposure CLIL group (1,766 EFL hours + 707 CLIL hours), (3) a high-exposure CLIL group (...

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