Developing autonomy through portfolios and networks in CLIL lectures

Adamson, John

doi:10.5294/laclil.2014.7.1.2

Cited by 4 publications

(2 citation statements)

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“…More recently, some authors have examined and stressed the centrality of learner motivation (Doiz, Lasagabaster, & Sierra, 2014), autonomy (Adamson, 2014), and authenticity (Pinner, 2013) in the CLIL classroom. Mehisto et al's (2008) book may be said to be the first title that condensed CLIL underpinnings, classroom accounts, and varied activities and suggestions for the CLIL classroom, whether this is content-or language-driven.…”

Section: Clil Curriculum and Lesson Planningmentioning

confidence: 99%

Sharing views of CLIL lesson planning in language teacher education

Banegas¹

2015

LACLIL

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Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees' perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers' voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.Keywords: language-driven CLIL; didactic transposition; lesson plans; language skills; language teacher education. ResumenLa Argentina tiende a adoptar el enfoque AICLE desde una preponderancia sobre el aprendizaje de otra lengua en la educación secundaria y el nivel superior. En este artículo investigo el desarrollo curricular y la planificación de clases con base en las percepciones y los planes de clases elaborados por un grupo de futuros docentes graduados para el espacio Didáctica como parte de su formación inicial como profesores de inglés. El objetivo es comparar las elaboraciones que este grupo de estudiantes realiza en relación con la noción de AICLE como un currículo lineal y los marcos propuestos en la literatura sobre AICLE. El marco teórico de esta contribución está guiado por el concepto de transposición didác-tica aplicado a AICLE y la literatura sobre secuencias didácticas de AICLE según las voces de los docentes. En este artículo se analizan las miradas que un grupo de 47 estudiantes del profesorado de inglés en el sur de Argentina posee sobre AICLE enfocado en la lengua. Los datos surgen a partir de una encuesta y los planes de clase pensados para estudiantes secundarios con una carga horaria de Inglés de dos horas semanales. Los resultados indican que AICL enfocado en la lengua sigue un currículo lineal, se centra en el contenido sobre el conocimiento explícito de la lengua, y se propone como espacio de repaso de la lengua con estudiantes más grandes.Palabras clave: AICLE orientado a la lengua; transposición didáctica; planificación de clases; prácticas del lenguaje; formación docente en lengua.

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Section: Clil Curriculum and Lesson Planningmentioning

confidence: 99%

Sharing views of CLIL lesson planning in language teacher education

Banegas¹

2015

LACLIL

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“…In addition, other authors have pinpointed the importance of learner motivation (Doiz, Lasagabaster & Sierra, 2014) and autonomy (Adamson, 2014), as well as authenticity (Pinner, 2013) in the development of successful CLIL lessons (Banegas, 2015).…”

Section: What Is Clil?mentioning

confidence: 99%

Content- and Language-Integrated Learning Based Strategies for the Professional Development of Early Childhood Education Pre-Service Teachers

Alvira

Gonzalez

2018

Íkala

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Estrategias de aprendizaje integrado de contenido y lengua para el desarrollo profesional de docentes en formación para la educación de la primera infancia AbstractThis research article presents the results of an exploratory study that was conducted with a group of 14 early childhood education pre-service teachers at a private Colombian university. It intended to determine: 1) the amount of metalanguage expressions used for teaching English as a foreign language (EFL) and foreign language (FL) content; 2) the number of concepts related to the teaching of EFL and FL content pre-service teachers were able to learn in a 7-session (14 face-to-face hours) course based on a methodology inspired by the content and language integrated learning (CLIL) approach, using songs, rhymes, and poems in English; 3) the degree of difficulty pre-service teachers perceived about teaching English and English content to young children. This quasi-experimental study was performed with pre-and post-study tests given to one group, analyzing quantitative data through a non-parametric statistical hypothesis test and a non-parametric measure of rank correlation. Pre-service teachers were found to successfully learn vocabulary and concepts, but their perceptions about the degree of difficulty of teaching EFL and FL content remained basically the same as prior to the course. In addition, the correlation between the participants' level of English and their learning process was analyzed, as well as the correlation between English proficiency level and perception of the degree of difficulty of teaching EFL and FL content. The results show a strong correlation in the first case, but no correlation for the second one.Keywords: content and language integrated learning, early childhood education pre-service teachers, professional teacher development, CLIL competences, CLIL principles ResumenEste artículo de investigación presenta un estudio exploratorio que se realizó con un grupo de 14 estudiantes de pedagogía infantil en una universidad privada colombiana. El estudio pretende determinar: 1. La cantidad de expresiones de metalenguaje usadas para enseñar inglés como lengua extranjera y para enseñar Íkala RobeRto AlviRA, YAdY lucíA González doRiA 46Medellín, ColoMbia, Vol. 23, issue 1 (January-april, 2018), pp. 45-64, issn 0123-3432 www.udea.edu.co/ikala contenidos en una segunda lengua. 2. La cantidad de conceptos relacionados con estos temas anteriormente mencionados, que los estudiantes de pedagogía infantil aprendieron en un curso de 7 sesiones presenciales (14 horas en total) siguiendo una metodología inspirada en el enfoque del Aprendizaje Integrado de Contenido y Lengua (AICLE). El tema del curso era la enseñanza de canciones, rimas y poemas a niños de primera infancia. 3. Así mismo, el estudio también pretende determinar la percepción que tienen los estudiantes de pedagogía infantil sobre el grado de dificultad de enseñar inglés y contenidos en inglés a niños de primera infancia. El estudio es exploratorio y cuasi experimental ya que se real...

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