2. Effective Content and Language Integrated Learning (CLIL) Programmes

Navés, Teresa

doi:10.21832/9781847691675-005

Cited by 19 publications

(2 citation statements)

References 16 publications

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“…The utilization of the L1 in second language learning is not a new concept; in Content Language and Integrated Learning (CLIL), students are encouraged to take advantage of the L1 in the early phases of acquiring a new language (Navés, 2009, Moody, Chowdhury, & Eslami, 2019. The two skills of reading and writing are usually taught in the L1, in an exertion to transfer literacy skills levels from one language to another .…”

Section: Translanguaging and Reading And Writing Skillsmentioning

confidence: 99%

Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University

Alhaj¹,

Alwadai²

2022

AWEJ

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The recent research paper peruses the perception of female students of drama on the use of translanguaging within English classrooms at King Khalid university. The uppermost aim of this study is to scrutinize the perceptions of translanguaging by undergraduate female students of English literature (drama) as a major. The study’s central question is how female drama students perceive translanguaging in their English literature classroom. Moreover, The critical significance of this research paper is how female drama students perceive the use of translanguaging for the first second language (L2) learning. The results of this study are expected to fill the knowledge gap about how the students perceive the use of the first language ( L1) in English literature classrooms in Arabs contexts in general and in King Khalid University’s contexts in particular. Female students’ perceptions of drama were scrutinized by using a Likert-type questionnaire of thirteen items which were assayed quantitatively utilizing descriptive data. The participants of the study were twenty-five female students of drama majoring in English language and pursuing their undergraduate program at King Khalid university. The paramount results of the probe indicated that responses of female students of English drama to the statements in the questionnaire were mixed and echoed both positive and negative about using the first language and the second language in an English literature classroom. Moreover, female students’ perceptions of the application of (L1) in classes of English drama were generally good on the use of both the first language and the second language. The study revealed that the use of the English language is advantageous and can help enhance English fours skills, English proficiency, and understanding of the drama.Their views are more optimistic about using (L2) than using( L1). Also, they perceived that they would learn more successfully in English drama classes if translanguaging practice was utilized by a professor of English drama which means that the application of translanguaging within English drama classrooms is a practical and sound strategy that benefits female students of drama to boost their English fluency, generate insights, comprehend the content, and delve deeper into the subject matter of English drama.

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Section: Translanguaging and Reading And Writing Skillsmentioning

confidence: 99%

Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University

Alhaj¹,

Alwadai²

2022

AWEJ

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“…The most frequently emphasized benefits of CLIL include stronger student motivation towards learning the language Dalton-Puffer 2008), greater linguistic proficiency (Harrop, 2012), better exposure to target language through natural contexts (Nikula, Dalton-Puffer & Llinares, 2013;Harrop 2012;Coyle, Hood & Marsh 2010;Navés, 2009;, an increase in learner confidence (Wiesemes, 2009), encouragement and interactivity Wiesemes, 2009), fostering of cognitive development (Coyle, Hood & Marsh 2010;Dalton-Puffer 2008), overall support for effective learning provided by better activation of prior knowledge and easier connections to the new (Xanthou, 2011), and faster development of academic skills (Coyle, Hood & Marsh 2010).…”

Section: Benefits and Drawbacks Of Clilmentioning

confidence: 99%

CLIL and Productive Vocabulary Acquisition in the Czech Context

Reynaert

2019

ALLS

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This paper sheds light on productive vocabulary development in classes of CLIL (content and language integrated learning). Participants in the study were pupils of lower-secondary school (aged 11-15) in the Czech Republic having experienced CLIL instruction in History or Civics. The investigation was aimed at measuring vocabulary acquisition gained during a year of CLIL. Half of the pupils in the experimental group already had one year of CLIL experience prior to the experiment; the second half of the pupils started with CLIL at the time of the experiment. Both of these groups were compared to one another as well as to a control group with no CLIL instruction. Data collection instruments were created on the basis of standardized Laufer & Nation’s vocabulary levels tests (Laufer & Nation, 1999). As it turned out, previous experience with CLIL as well as the role of the teacher were significant factors. The study points out differences in productive vocabulary development in CLIL in terms of a one-to-two-year time frame. The role of the teacher appeared to have an undeniable importance as well. These factors are discussed in terms of language education improvement.

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Content and Language Integrated Learning in European Preschools

Mair

2021

Handbook of Early Language Education

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2. Effective Content and Language Integrated Learning (CLIL) Programmes

Cited by 19 publications

References 16 publications

Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University

Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University

CLIL and Productive Vocabulary Acquisition in the Czech Context

Content and Language Integrated Learning in European Preschools

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