CLIL in Cyprus Pre-primary Education

Georgiou, Sophie Ioannou

doi:10.1007/978-3-031-04768-8_16

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Physical exercise helps students develop their physical abilities, strength, and endurance, while tactical concepts help them understand and execute game strategies (Ito, 2019). The integration of physical exercise and tactical concepts can lead to a more effective and complete training experience for students, leading to improved performance and success on the class (Ioannou-Georgiou & Pavlou, 2011;López Cancho, 2021). Incorporating English language learning into the training of students can also provide several benefits.…”

Section: Ricardo Martín-moya and Markel Rico-gonzálezmentioning

confidence: 99%

“…In this type of methodological approach for the acquisition of language through physical exercise, it is important the behavior and predisposition of the students (Ayapova et al, 2021). In addition, it is relevant to have a logical and organized sequence of the contents at the same time that the teacher guides the students during the teaching-learning process (Ioannou-Georgiou & Pavlou, 2011). In accordance with this process, the teacher in this study tried to present the students with the concepts to be learned before the practical part, looking for a logical progression in the acquisition of the contents in the foreign language.…”

Section: Monograph VIImentioning

confidence: 99%

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Physical Education and English learning: perceptions of students participating in a CLIL program

Martín-Moya,

Rico-González

2023

PortaLin

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Content and Language Integrated Learning (CLIL) is an innovative approach that integrates language learning with content-based instruction in a variety of subjects including physical education and tactical learning of sport. This paper aims to explore the benefits of combining these two subjects in the classroom and how it can lead to a more dynamic and effective learning experience for students. A total of 32 students (22 males/10 females) with a mean age of 16.62 years (SD = 0.5) took part. Students completed weekly reflective entries in their personal diary. In addition, two focus groups were conducted with a total of 12 students each. Considering the nature of this research, the qualitative method was chosen to gather and analyze the data, using NVivo (version 12 QSR International). Three main themes emerged: 1) Visual material to improve language learning and comprehension, 2) Learning English during the practice of physical exercise and 3) Lack of Balance among the 4 Cs of CLIL. CLIL is an effective approach to integrating language learning with content-based instruction in physical education and tactical learning of sport. It is essential to implement some strategies to capture the attention of students while they are involved in the activities.

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Section: Ricardo Martín-moya and Markel Rico-gonzálezmentioning

confidence: 99%

Section: Monograph VIImentioning

confidence: 99%

Physical Education and English learning: perceptions of students participating in a CLIL program

Martín-Moya,

Rico-González

2023

PortaLin

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Student’s perceptions of bilingual teaching of geography: A case study – the Republic of Serbia

Timotijević,

Ivkov Džigurski,

Ivanović Bibić

et al. 2023

SAJE

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As our classrooms become more heterogeneous due to migration, education, geography and bilingualism have become the creators of international needs. Through a closed-ended questionnaire we sought to examine quantitative information about the advantages of teaching geography bilingually. With this research we studied 5 secondary schools in Serbia where geography was presented bilingually. The lack of similar research and the freshness of this learning model led us to the subject for the article, which is based on revealing the motives and preferences of students for this type of teaching. Using comparison with standard teaching in the mother tongue as method, the interest of students in bilingual teaching was determined. We also investigated the possibility of applying didactic-methodical principles for organising study without time limiting learning. A certain number of students found language competencies, more diversity in the teaching process and significant individual work activities as a step towards academic and personal achievement – almost as an employment advantage. This justifies the aim with our study by emphasising the benefits and the need to study geography bilingually.

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CLIL in Cyprus Pre-primary Education

Cited by 2 publications

References 6 publications

Physical Education and English learning: perceptions of students participating in a CLIL program

Physical Education and English learning: perceptions of students participating in a CLIL program

Student’s perceptions of bilingual teaching of geography: A case study – the Republic of Serbia

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