Content and Language Integrating Learning with Technologies: an online global training experience

Cinganotto, Letizia

doi:10.4995/eurocall.2016.6530

Cited by 2 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…But it might be too that they are felt as strong lacks due to not being improved by collaborative practices and information on clil research (Pérez Cañado, 2018b), in particular about pedagogical strategies. Nevertheless, the clil approach takes so many advantages from icts that important worldwide experiences of online teacher training have been successfully provided from Italy by evo-tesol (Cinganotto, 2016); by eTwinning and indire, always international and from Italy for a Learning Event (Cinganotto, 2017); through an Erasmus+ project of telecollaboration involving Belgium, France, Germany, the Netherlands, Spain, and uk (Jauregi and Melchor-Couto, 2017); as e-learning at 'Orientale' University for their trainees in Italy, through blended courses (De Santo and De Meo, 2016); and in Spain, through online clil courses (Carrió-Pastor and Forteza, 2019) and telecollaboration (Bueno-Alastuey, Villarreal and García-Esteban, 2018; García-Esteban, Villarreal and Bueno-Alastuey, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…With this aim, clil involves non-linguistic subject teachers, to widen the opportunities of fl adoption. They, on the one hand, are often enthusiastic about this relatively new approach (Cinganotto, 2016), whilst on the other there is a large part of them who does not quite feel up to the task (Pérez Cañado, 2016b), due to its complexity, which makes their initial training not exhaustive and with lacks to be filled.…”

Section: From Theory To Practice: the Framework For Clilmentioning

confidence: 99%

See 1 more Smart Citation

CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review

Porcedda

Martínez

2020

Enseñanza & Teaching

View full text Add to dashboard Cite

This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks. The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews. clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being learner-centred, with a large use of icts and online tools, as its implementation through a new pedagogy and modern teaching strategies, such as flipped-classroom and task-based. This is the theoretical starting point of the different actions and policies set up in the countries to train teachers for clil. But the results of this review, which draw the characteristics to take into account to train future clil teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation. Concerning this latter, from the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: From Theory To Practice: the Framework For Clilmentioning

confidence: 99%

CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review

Porcedda

Martínez

2020

Enseñanza & Teaching

View full text Add to dashboard Cite

show abstract

“…M. E. Porcedda argues that the use of multimedia tools is an integral part of the subject-language integrated learning [6]. The work of L. Cinganotto provides a successful and important world experience of online teacher training, which allows us to note the close relationship between CLIL and CALL (Computer-Assisted Language Learning) [7]. According to the results of the experiment obtained by X. San Isidro, teachers believe that the CLIL technology enables them to create a good basis for the development of pluriliteracy and emphasize the need for methodological training of the teaching staff of educational institutions [8].…”

Section: Introductionmentioning

confidence: 99%

The application of the CLIL technology in the development of foreign language lexical and grammatical skills of students in digital educational environment

Mukhamadiarova,

Nizamutdinova

2023

P Sci Edu

View full text Add to dashboard Cite

Introduction. In a multicultural and multilingual society, it is hardly possible to find a modern person who does not speak any foreign language and is not able to integrate his language knowledge into the structure of his activity. The concept of applying CLIL digital technology in a foreign language teaching seems to be one of the promising areas of modern linguodidactics and is due to the conceptual ideas of modernizing the system of education. The purpose of the study is to verify the subject-language integrated learning in the formation of lexical and grammatical skills of students of German in a digital educational environment. Materials and methods. Quizizz, Wordwall, Learning Apps, MyQuiz (for tests and interactive tasks), Gamilab (for quest games), Boris Bot (for creating a chat bot), Podomatic (for podcasts) have been used as digital tools for compiling a set of exercises. 55 fifth year students of Kazan (Volga Region) Federal University, the major is "Teacher training (a double-degree programmme)" (bachelor degree course), have been selected to attend the pedagogical experiment. Statistical processing of the samples of the control and experimental groups has been carried out according of the Pearson’s chi-squared test. Study results. The following steps were observed in the process of lexico-grammatical skills formation with the integration of CLIL technology: introduction or presentation of new course content, training, speech practice and reflection. For each of these stages, a digital toolkit has been selected which enabled us to create interactive tests, games, web quests based on design kits and services for students. A step-by-step methodology for the formation of lexical and grammatical skills using CLIL in a digital educational environment has proven effective in developing the following skills: to group vocabulary semantically, to translate from Russian into German, to describe illustrations, based on the trained lexical and grammatical content, to present the result of the completed project work in written and oral form. The effectiveness of the methodology for the formation of lexical and grammatical skills using subject-language integrated learning in digital educational environment has been confirmed by a pedagogical experiment conducted with the university students’ participation (χ2 emp. = 7,30, p<0,05). Conclusions. The results obtained can be applied in German language teaching, in upper-secondary and high schools with advanced curriculum in German, grammar schools and lyceums. The developed educational and methodological technology for the implementation of integrated subject-language training can become the basis for creating a study guide. The results of the study contribute to the development of digital linguodidactics; the set of developed tasks can become an incentive for more intensive application of CLIL technology in a foreign language teaching.

show abstract

Content and Language Integrating Learning with Technologies: an online global training experience

Cited by 2 publications

References 2 publications

CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review

CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review

The application of the CLIL technology in the development of foreign language lexical and grammatical skills of students in digital educational environment

Contact Info

Product

Resources

About