Integrated Content and Language Learning (AICLE)

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Content and Language Integrated Learning (CLIL)

Content and Language Integrated Learning (CLIL)

adquisición y aprendizaje del inglés, cuyo fin culmina con la elaboración y presentación de una unidad didáctica de CLIL (Content and Language Integrated Learning) / AICLE (Aprendizaje[r]

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Análisis de CLIL (Content Language Integrated Learning) como metodología para enseñar inglés como segunda lengua

Análisis de CLIL (Content Language Integrated Learning) como metodología para enseñar inglés como segunda lengua

En un principio presentaremos el marco legal en el cual se sustenta la enseñanza de segundas lenguas en el territorio Europeo y cómo ha surgido la necesidad de crear esta serie de normas y principios. Además, presentaremos un resumen de cómo han ido evolucionando los enfoques y las metodologías de enseñanza de lenguas extranjeras a lo largo de la historia. Después delimitaremos la investigación a una metodología específica llamada CLIL (Content Language Integrated Learning, o en español AICLE - Aprendizaje Integrado de Contenidos y Lenguas Extranjeras), que se encuentra considerada dentro del enfoque comunicativo y que su uso se extiende de manera general en todo el territorio español. Cabe mencionar que el enfoque comunicativo, aunque desarrollado en los años 70 del pasado siglo, sigue siendo la base para muchas de las metodologías utilizadas en la enseñanza de lenguas extranjeras. Dicho enfoque consiste en aprender la lengua extranjera utilizándola de forma efectiva y significativa. Así, el alumno será capaz de comunicarse en dicha lengua con precisión y de manera fluida, adaptándose a las situaciones y ambientes en los que se utiliza el idioma de forma real (Richards, 2006). La metodología CLIL se base en dicho enfoque y presenta una doble dimensión brindando la posibilidad de aprender tanto el contenido de una asignatura así como un segundo idioma, siendo éste el medio a través del cual se estudia el mismo. Por otro lado también es importante mencionar que CLIL es una metodología que se utiliza para la enseñanza de lenguas en general, no se centra solamente en el inglés, sin embargo en este trabajo haremos alusión solamente a la enseñanza del inglés a través de esta metodología.
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Enfoques metodológicos en la enseñanza del inglés como lengua extranjera  Propuesta de intervención: enfoque por tareas y CLIL (Content and Language Integrated Learning)

Enfoques metodológicos en la enseñanza del inglés como lengua extranjera Propuesta de intervención: enfoque por tareas y CLIL (Content and Language Integrated Learning)

Este trabajo se basará en la elaboración de una unidad didáctica con una línea metodológica basada en el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE),[r]

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Improving bilingual higher education: Training university professors in content and language integrated learning

Improving bilingual higher education: Training university professors in content and language integrated learning

To survey the teacher profiles and experiences in CLIL courses at the tertiary level within the Laureate network, a questionnaire and brief description of the project and its objectives were emailed to all teachers at UEM listed as having taught content courses in English in the last academic year, and to all the Language Center directors within the Laureate Universities network with instructions to pass the questionnaire along to the CLIL teachers at their respective universities. The questionnaire chose not to consider teachers who teach the subject of English, but rather those teachers specifically involved in the teaching of content subjects through English. The questionnaire was reviewed by several members of the UEM Language Center with knowledge of CLIL practices but not directly involved in the project, and piloted by academics enrolled in a CLIL training course at UEM. The online questionnaire contained factual questions and questions looking for evaluative responses, and included a title, a brief introduction, and some instructions for filling it in. The questionnaire is two pages long and is divided into six sections:
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New Approaches in English Language Teaching: Teacher Training in the Framework of Content and Language Integrated Learning

New Approaches in English Language Teaching: Teacher Training in the Framework of Content and Language Integrated Learning

As Coyle (2007b) explains, in the 1990s there was a need to Þ nd a common term for the diversity of European models existing in national and regional contexts. European approaches to bilingual education were described using terms borrowed from other contexts, but especially drawing on immersion and bilingual movements in the USA and Canada. According to Coyle (2007a), there were several grounds for hesitancy around adopting an existing “label” for European bilingual education: one reason was that certain terms had connotations which may be perceived as negative by a range of European countries due to socio-political ideologies e.g. “immersion”, though used in some European countries, was not widely favoured due to its close association with Canadian models where the goals and contexts differed from many bilingual programmes across Europe. A second reason had to do with the diverse origins and varied purposes of different bilingual programmes throughout Europe which made it difÞ cult some uniÞ cation. A third reason was that as newer initiatives became more widely disseminated in the 1990s, a group of pioneers began to advocate alternative terminology to account for emerging models and pedagogies.
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Assessment of a bilingual program based on content and language integrated learning in a state school of Pereira

Assessment of a bilingual program based on content and language integrated learning in a state school of Pereira

A relevant aspect is mentioned in this interview entry; thanks to the implementation of CLIL classes, the topics worked with translanguaging are better learned and internalized. Baker (2006) defines translanguaging as the parallel use of two languages in the classroom with the aim of developing language skills in both languages and contributing to a deeper understanding of the subject matter being studied. With that said, during the process, learners have to analyze concepts before elaborating them in an exercise or activity by understanding in one language and producing in other rather than simply copying and adapting text chunks into answers. In this way, students are taking more advantage of a topic due to the extra practice and reinforcement they have when working the subject through English which leads to a deeper understanding of the topics work through this methodology. In addition, Quartapelle (2012) have also realized in his study that the students who had benefited from CLIL-style learning managed to master the contents of the discipline better than those who experienced traditional teaching in their mother tongue; they were able to define more precisely what they had learned and give detailed information, which means that students have a deeper understanding of the content.
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A professional development program in Jaime Salazar Robledo school through pondering upon content and language integrated learning

A professional development program in Jaime Salazar Robledo school through pondering upon content and language integrated learning

Additionally, the PEI of the school describes its students as beings in their development stage, hungry for knowledge and able to assimilate knowledge. It also mentions that the students’ comprehensive training will be carried out keeping in mind the developmental stages of it in order not to affect their mental growth and keep untouched their natural joy and curiosity. It is ambitious and unrealistic to think that a school can provide all the knowledge and skills necessary to face the modern world, but it is true that education does equip students with motivation, the basis, and the skills to maintain a lifelong desire to learn through creativity. The student profile just described reveals the pertinence and need to implement a study which is able to regard specific aspects of the student. This is to say that the school aims to prepare students to face and take part in a modern society which has been the basis of the formulation of the statement of the problem of the here presented study.
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Content and Language Integrated Learning (CLIL)

Content and Language Integrated Learning (CLIL)

La asignatura Content and Language Integrated Learning (CLIL) tiene como objetivo principal familiarizar al futuro maestro de Ed. Infantil y Ed. Primaria con los principios, estrategias y recursos principales de la enseñanza bilingüe, con especial hincapié en su aplicación dentro de los programas de enseñanza bilingüe de la Comunidad Autónoma de Madrid.

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CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Design in Language-Oriented Versions of Content and Language Integrated Learning

CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Design in Language-Oriented Versions of Content and Language Integrated Learning

In considering these aspects, the identification of field-specific vocabulary becomes crucial. Different techniques could be used for the selection of keywords in an objective way. For example, Pérez Basanta (2006) notes that it should be done in a systematic way by making use of some lexical analysis software. In the example of environmental issues for baccalaureate, we apply Lextutor Keywords software 2 to a corpus of 20 publications (288,205 words) on environmental issues by Tunza, a United Nations Environment Programme aimed at young people 1 , and we obtain 388 keywords. Among the first 50 words, we find adjectives such as global, environmental, ecological, coastal, or indigenous; nouns such as pollution, dioxide, greenhouse, degradation, oceans, ozone, impacts, rainfall, arid, or extinction. Then, we use Paul Nation’s Range software 3 to obtain the different ranges of frequency of the keywords according to 14 baseword lists consisting of 1,000 word families/each, arranged in terms of frequency. That is to say, they are the 14,000 most frequent word families in the English language. They are made out of the 10 million token spoken section of the British National Corpus (BNC). We also add baseword number 15 to cover proper nouns that correspond to the above-mentioned geographical zones not covered in former lists.
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Integrating language and content into the classroom effectively

Integrating language and content into the classroom effectively

Abstract. In light of the importance being placed on internationalization by the European Higher Education Area (EHEA), universities all over Europe have to find ways of introducing foreign language, particularly English, into their core curricular competences. Student mobility has become a central focus and universities are strongly encouraging students to study and work abroad in order to prepare them for the global world they will soon need to compete in. One of the methodologies currently in use for this is “Content and Language Integrated Learning” or CLIL. It is particularly successful in motivating students to want to learn English, as they are learning language through content they consider “more relevant” to their future. However, this methodology can easily fail, causing demotivation in teachers and students alike. This paper summarizes the CLIL experience at UEM (Universidad Europea de Madrid) from the time of its first implementation in 2005, to the present-day. It intends to give insight into how to integrate CLIL into the classroom effectively by studying activities used by professors, as well as feedback from both professors and students. Results will show that CLIL works when teachers have proper support and activities are engaging and compatible with student abilities.
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A holistic experience in the integrated learning of specialized English and content in Engineering degrees

A holistic experience in the integrated learning of specialized English and content in Engineering degrees

Assessment should be viewed holistically in a language and content integrated course, where students must demonstrate a range of capacities. In order to obtain this holistic view of the results, two skill categories have been distinguished apart from the most obvious instrumental one: a) teamwork and other interpersonal skills, and b) systemic competences. Both of these areas can be assessed through different alternative measures such as: skills checklists, anecdotal records and teacher’s observation, student self- evaluation or performance-based tasks. Many of the alternative assessment measures proposed have been described previously (cf. Pierce and O’Malley 1992, or Short 1991) and therefore these will not be explained here. We will briefly conclude that these methods have the advantage of being quick, capturing the learning process vividly and offering opportunities for reflection as well as encouraging students’ participation. The main disadvantage is probably that most of these methods are yes-no measures, whereby it is hard to show the students’ progress, and thus they will not generally satisfy requirements of “accountability”. As Short (1993: 635) put it: “The key is to select the type or types of assessment carefully and to focus consistently on the objective”.
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A holistic experience in the integrated learning of specialized English and content in engineering degrees

A holistic experience in the integrated learning of specialized English and content in engineering degrees

Assessment should be viewed holistically in a language and content integrated course, where students must demonstrate a range of capacities. In order to obtain this holistic view of the results, two skill categories have been distinguished apart from the most obvious instrumental one: a) teamwork and other interpersonal skills, and b) systemic competences. Both of these areas can be assessed through different alternative measures such as: skills checklists, anecdotal records and teacher’s observation, student self- evaluation or performance-based tasks. Many of the alternative assessment measures proposed have been described previously (cf. Pierce and O’Malley 1992, or Short 1991) and therefore these will not be explained here. We will briefly conclude that these methods have the advantage of being quick, capturing the learning process vividly and offering opportunities for reflection as well as encouraging students’ participation. The main disadvantage is probably that most of these methods are yes-no measures, whereby it is hard to show the students’ progress, and thus they will not generally satisfy requirements of “accountability”. As Short (1993: 635) put it: “The key is to select the type or types of assessment carefully and to focus consistently on the objective”.
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Aplicación del enfoque CLIL (Content and Language Integrated Learning) para mejorar la motivación y el aprendizaje del idioma inglés en la Escuela Profesional de Ingeniería Geológica, Arequipa 2017

Aplicación del enfoque CLIL (Content and Language Integrated Learning) para mejorar la motivación y el aprendizaje del idioma inglés en la Escuela Profesional de Ingeniería Geológica, Arequipa 2017

The students from the Professional School of Geology of San Agustin Public University require communicative tools in the labor field that is why English learning does not just focus on grammar or general vocabulary. The objective of this research is to improve the intrinsic motivation and English language learning using the CLIL approach, which consists on teaching English and at the same time teaching content, I mean while our students are learning English they are also learning content related to their career and that is what makes the intrinsic motivation improve since the topics discussed are related to their professional career. The research was carried out through correlational research using survey techniques in a sample of 59 students. The results show that the intrinsic motivation and English learning are improved with the CLIL approach.
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El Enfoque metodológico CLIL (Content and Language Integrated Learning) en la Enseñanza Primaria: Estudio Comparativo de su Implementación en un Centro Bilingüe y en un Centro con Sección Bilingüe

El Enfoque metodológico CLIL (Content and Language Integrated Learning) en la Enseñanza Primaria: Estudio Comparativo de su Implementación en un Centro Bilingüe y en un Centro con Sección Bilingüe

El bilingüismo y el plurilingüismo, así como otros enfoques educativos innovadores en los que se implementa el uso de dos o más lenguas, forman parte del día a día en los centros escolares en muchas partes del mundo. Los resultados obtenidos en numerosas investigaciones de las últimas décadas (Cummins, J. & Swain, M. 1986a, 1986b; Krashen, 1987, 1988; Tough 1991; Genesee, F. 1994, 1998, 2001, 2006; Helten, 1997; Cenoz, J. & Genesee, F. 1998; Cummins, J. & Corson, D. 1998; De Houwer, 1999; Langé. G. 2001; Gass and Selinker, 2008; Curtain, 2000, 2002; Huete y Pérez, 2003; Cenoz, 2003, 2009; Cook, 2003; O’Grady, 2005; Fleta, 2006; Ringbom, 2007; Schwartz, Geva, Share and Leikin 2007; Gottardo and Grant, 2008; Green, 2011) indican claramente que la educación en varias lenguas es posible y, de hecho, en muchos países tanto las autoridades educativas, como los políticos y los padres la consideran de gran importancia.
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Improving bilingual higher education: Training university professors in content and language integrated learning

Improving bilingual higher education: Training university professors in content and language integrated learning

Stop English, an English teacher’s resource site published by Macmillan English Campus, there are fourteen terms under the umbrella term CLIL, including Content-based Instruction (CBI) used in the United States and Canada, or English as a Medium of Instruction (EMI) used in Asia, parts of Europe and sometimes in the US (www.onestopenglish.com). However, a closer look at terms such as CBI or EMI will show that they are most often used within a context of language learning where the objective tends to be rapid acquisition of a language through the learning of authentic material. These and other such terms do not place the same emphasis on the integrative nature of multilingual education that CLIL does, where there is clearly a dual aim: learning content and learning a foreign language, as proposed by Coyle’s 4Cs Framework (Coyle, 1999, 2007). Furthermore:
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Integrating Content and Language to increase motivation and foster self direction in language learning

Integrating Content and Language to increase motivation and foster self direction in language learning

69 participants were in a learning process that comprised three main strategies: first, the inclusion of Content Language Integrated Learning (CLIL) principle, in which language is used to learn as well as to communicate; second, the integration of Information and Communication Technologies (ICT) such as videos and web tools that support the learning process; and finally, the strategies: setting learning goals and collaborative work to foster Self-Directed Learning (SDL).The pedagogical intervention consisted of ten sessions that allowed the teacher-researchers to test the chosen strategies. Some of the methods used were: a diagnosis survey, a semi-structured interview, class observation, and students’ feedback. This action research study, which considered a mixed research approach to analyze data, found higher levels of motivation and certain behaviors that demonstrated that participants became more self-directed learners.
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Las tecnologías Web 2.0: Su impacto y su uso en la enseñanza y el aprendizaje de lenguas extranjeras y con la metodología CLIL (Content and Language Integrated Learning)

Las tecnologías Web 2.0: Su impacto y su uso en la enseñanza y el aprendizaje de lenguas extranjeras y con la metodología CLIL (Content and Language Integrated Learning)

ofrecen un amplia gama de cursos, también de buen nivel, que cubren asignaturas tales como las letras, medicina, biología, ciencias sociales, matemáticas, negocios, ciencias de la informática y muchos otras. Estos cursos están dirigidos a personas jóvenes o no tanto que pretendan mejorar su currículum, ampliar su carrera o simplemente aumentar sus conocimientos. Las potencialidades de las herramientas de Internet permiten organizar cursos, también con óptimos docentes, que permiten enseñar a decenas, cientos y miles de estudiantes y dichos cursos en su mayoría son gratuitos. Cuando un estudiante se apunta a un curso podrá seguir clases impartidas por profesores de fama mundial, aprender a su propio ritmo, probar sus conocimientos y reforzar los conceptos por medio de ejercicios interactivos, participar en una comunidad global de miles de estudiantes que comparten un mismo objetivo. Las ideas clave de estos cursos incluyen el mastery learning, para asegurarse de tener más intentos de probar los nuevos conocimientos, la interactividad, para garantizar la implicación de los estudiantes y de contribuir a la conservación a largo plazo, un feedback frecuente, de manera tal de poder monitorizar sus propios progresos y saber cuándo se ha alcanzado realmente la maestría en el material propuesto. El primer ejemplo de actividad de este tipo ha sido la Open University 16 de Londres que ofrece
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TítuloSatisfaction’ study in Bilingual Physical Education after applying a schedule based on content and language integrated learning

TítuloSatisfaction’ study in Bilingual Physical Education after applying a schedule based on content and language integrated learning

Data analysis was done with the Statistical Package of the Social Sciences (SPSS 20.0). Questionnaire data were analyzed in order to check instrument reliability and validity by concentrating on its consistency and homogeneity. Descriptive statistics, mean, correlations, standard deviation, kurtosis and internal consistency of scale are calculated. The descriptive statistics are analyzed in table 2. It has been checked whether the instrument is valid. The descriptive statistics related to reliability have been carried out in a two- dimensional way. On the one hand items (1, 5, 6, 7 and 8) in relation to fun. On the other hand, items (2, 3 and 4) in relation to boredom. Correlations´ results have showed regarding fun (items 1, 5, 6, 7 and 8), a good index of reliability closer to one, Cronbach´s alpha, α=,91. Correlations´ results have showed regarding boredom (items 2, 3 and 4) Cronbach's alpha, α=,71, which indicates the robustness and reliability of the instrument. In this research, it is noted that if item 2 is deleted the Cronbach index in boredom will increase from ,71 to ,886. The statistics descriptive have showed symmetry between 0.5-2 since Kurtosis < 2, which was a good fit of the model.
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The collaborative approach in content and language integrated learning

The collaborative approach in content and language integrated learning

We should also bear in mind that the use of online materials does not necessarily involve engaging in a new form of teaching or learning. The tools technology provides may facilitate learning or be somehow more motivating. This happens because they enhance accessibility and immediacy to the processes of learning, although these processes may not, in fact, be different from those engaged in with paper-based materials. But technology does not per se involve the language student engaging different learning processes. We would argue, in fact, that the majority of learning activities employed in computer-based teaching are, for the most part, online versions of already existing activities with paper-based materials. To put it another way, unless the tools which technology provides are not used innovatively their use does not constitute, by itself, a groundbreaking new approach. The self-correction of exercises and online tutorials smooth the progress of language acquisition; nevertheless the tasks proposed in online materials are based on the same approaches than written material.
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Language learning through tasks in a content and language integrated learning (CLIL) science classroom

Language learning through tasks in a content and language integrated learning (CLIL) science classroom

The increase in the two indicators measuring lexical richness – 27% for specific lexical recognition and 29% for the total number of unique words – is very similar. This consistency among both values evidently points to clear progress in the students’ lexical repertoire, at the same time as it removes importance from the doubts about a possible lack of internal validity for the lexical recognition test attributable to possible recall during the post-test of the questions already formulated on the pre-test. This (fig. 2) is precisely one of the weaknesses ascribed to pre-experimental designs, based on the lack of a control group.
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