A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)

Abstract

This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have been selected for their relevance to current education policies and practices in Spain. This review aims to provide access for international readers to research published in Spain in the local languages or in English, within these innovative fields.El presente artículo ofrece una mirada crítica a las investigaciones en torno a la enseñanza y aprendizaje de lenguas extranjeras en España en los últimos diez años. Este estado de la cuestión presta especial atención al inglés y aborda tres ejes que tienen gran relevancia en las actuales políticas educativas y las prácticas docentes en España: la introducción temprana de una lengua extranjera, el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y el aprendizaje de lenguas asistido por ordenador (ALAO). Este artículo pretende divulgar internacionalmente los estudios publicados en el ámbito nacional, en inglés y en las lenguas vernáculas, en estas áreas de innovación.

An Exploratory Analysis of the Implementation and Use of an Intelligent Platform for Learning in Primary Education

“…As for the Literacy world, usage time was expected to show higher rates than obtained, for they are longer activities, very much parallel to those in the worlds of Science and Logic. Projects for language learning through digital resources [46] and literacy [12,30,38] are also notable in the literature reviewed. A possible explanation for this event could be the reluctance to use digital materials for encouraging reading.…”

“…This entire scenario has led to a booming growth of scientific studies in the area of educational technology [3]. Researchers detach different studies on the use of technology in scientific areas [43,44], mathematics [19,45], literature [30,38], and language learning [46] among others. In this sense, contemporary investigation has served to clarify that technology can actually help learning in elementary students [14].…”

Exploring the curriculum development in content and language integrated learning: A systematic review

“…1103 have been conducted to examine CLIL development. The issues addressed in these reviews have included: 1) theories for CLIL [10,11]; 2) CLIL implementation [12][13][14][15]; and 3) CLIL evaluation [1,16]. These works discussed CLIL CD piecemeal, and most of them provided syntheses of research using traditional (narrative) methods, with the exception of some recent studies, i.e.…”

“…General knowledge and competence: Teaching methods (theory/ pedagogy) and learning strategies(17); assessment/ evaluation(8); classroom management (organization)(9); material (curriculum) design(9); knowledge/ understanding/ methodology of CLIL(7); pedagogical content knowledge(3); lesson plan(3); interpersonal, and collaborative competence(2); ongoing professional development(2); scientific knowledge(1); reflective and developmental competence(1); knowledge for teaching(1); general teaching competence(1); TK(1); TPCK(1); Language-related knowledge and competence: Language knowledge (proficiency awareness)(14); second language methodology /pedagogy)(5); cultural competence(3); ELT/L2 theories(2); language knowledge for content teaching(2); linguistic features in their subject teaching(1); Content-related knowledge and competence: Content (subject) knowledge (9); content pedagogy(1)3.4.2. CLIL stakeholders' supportCLIL stakeholders' support means a range of stakeholders' assistance for the implementation of CLIL, which was mentioned by 36 studies, and 47 times in all.…”

60-72 Aylık Çocukların Yabancı Dillere Karşı İlgilerinin Çeşitli Değişkenlere Göre Farklılaşmasının İncelenmesi

“…Bu durumda çocuk-ların yaşla birlikte yabancı dillere karşı ilgilerinin arttığı ifade edilebilir. Nitekim Kearney ve Barbour (2015), Dooly ve Masats (2015), Adzija ve Sindik (2014), Brumen (2011), Ekizoğlu ve Ekizoğlu (2011 küçük çocuklarla yapmış oldukları çalışmalarda da okul öncesinde yabancı dil eğitimi alan 3, 4, 5 ve 6 yaşındaki çocukların yaşları büyüdükçe yabancı dilde kazandıkları bilgi ve becerilerinin olumlu gelişme gösterdiğini tespit etmişlerdir. 6 yaş grubundaki çocukların 5 yaş grubundakilere göre öğrenmeye daha açık oldukları, öğrenme konusunda daha kararlı, istekli ve ilgili oldukları düşünü-lebilir.…”