English-Taught Programs and Scaffolding in CLIL Settings: a Case Study

Carloni, Giovanna

doi:10.30687/978-88-6969-227-7/029

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…There have been concerns raised relating the possibility of 'linguistic imperialism' [3]. The difficulties that students have when learning complicated subject in a second language are also a source of concern [4], the intake of academic content supplied in a second language course to that of a first language course are also compared. It is also brought out that language concerns are not given enough weight on EMI courses [6].…”

Section: English As a Medium Of Instruction (Emi)mentioning

confidence: 99%

“…English as a medium of instruction (EMI) has gained popularity in higher education institutions worldwide, including Vietnam. EMI programs aim to prepare students for the globalized world and improve their English proficiency, but many EMI students face challenges in understanding lesson content due to limited vocabulary knowledge [4]. This limitation can hinder their academic performance and future career prospects.…”

Section: Introductionmentioning

confidence: 99%

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Quizlet's impacts on EMI students' vocabulary mastery and lesson comprehension at Hanoi University of Industry: A student perspective

2023

jsthaui

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English as a medium of instruction (EMI) has become increasingly popular in higher education institutions worldwide, including Vietnam. However, many EMI students face challenges in understanding lesson content due to limited vocabulary knowledge. In recent years, digital tools such as Quizlet have been introduced as a potential solution to improve vocabulary mastery. This study aims to investigate the effectiveness of Quizlet in enhancing vocabulary mastery and understanding of lesson content for EMI students at the School of Languages and Tourism, Hanoi University of Industry, as perceived by the students themselves. A quantitative approach was employed, with over 70 students participating in the study through a questionnaire. The results show that Quizlet is perceived as an effective tool for vocabulary learning and understanding lesson content, with positive responses towards Quizlet usage, vocabulary mastery, and understanding of lesson content. The study suggests that Quizlet can be used as a valuable supplement to EMI teaching and learning, and provides insights for further research on the effectiveness of digital tools in EMI context.

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Section: English As a Medium Of Instruction (Emi)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Quizlet's impacts on EMI students' vocabulary mastery and lesson comprehension at Hanoi University of Industry: A student perspective

2023

jsthaui

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“…These include techniques that promote social and emotional competence within CLIL, such as the extensive use of team, cooperative and collaborative work (Sierra, 2011) and pupil interaction (Pavón Vá zquez et al, 2015). Research furthermore suggests that CLIL favors dialogic teaching (Li & Zhang, 2022; Nieto Moreno de Diezmas, 2012), increased scaffolding (Carloni, 2018;Mahan, 2022) and motivation (e.g., Doiz et al, 2014), all of which arguably stimulate pupil participation and active learning. The use of mindfulness and experiential learning can be a powerful tool to support SEL in CLIL contexts in pre-primary (Mortimore, in press) and primary (Mortimore, 2017a(Mortimore, , 2017b.…”

Section: A the Main Tenets For Developing Sel Through Clilmentioning

confidence: 99%

CLIL and Social and Emotional Learning in Early Bilingual Education: Compatible and Mutually Beneficial

Mortimore

2023

jltr

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This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on the wellbeing of young children are deep-reaching and long-lasting. The recent growth of bilingual education in early childhood has propelled Content and Integrated Learning (CLIL) to the forefront of teacher training, methodology, and research into the teaching and learning processes of young children in bilingual classrooms. However, there is a dearth of research investigating the development of SEL in early CLIL. In this context, this article reviews and brings together existing literature of SEL and CLIL and argues that the main tenets of both are highly compatible. Examination of research highlights the key role played by classroom climate for the effective implementation of SEL through CLIL, and the challenges faced through an absence of specific legislation and teacher training. Finally, this article proposes how pedagogical strategies might be successfully established within the lower and pre-primary CLIL classroom that are mutually beneficial to both the development of bilingual education and young children’s social and emotional wellbeing.

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“…Although cognitive load is difficult to measure, lower cognitive loads are often indicative of better learning outcomes (Zhonggen et al , 2019). Processing information in a foreign language is complex and imposes a heavy cognitive load on working memory (Keysar et al , 2012) as students engage in content and language processing concurrently (Carloni, 2018). Sweller et al (2011) state that teaching academic content in a foreign language requires explicit foreign language instructional support, otherwise students’ working memory can be overloaded by simultaneously processing new content and the foreign language.…”

Section: Scaffolded Bilingual Instructional Design To Reduce Cognitiv...mentioning

confidence: 99%

Bilingual learning strategies to support Chinese EAL business students

Ashton-Hay

Lamberton

Zhou

et al. 2021

JIEB

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Purpose This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students. Findings The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system. Originality/value This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

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English-Taught Programs and Scaffolding in CLIL Settings: a Case Study

Cited by 4 publications

References 13 publications

Quizlet's impacts on EMI students' vocabulary mastery and lesson comprehension at Hanoi University of Industry: A student perspective

Quizlet's impacts on EMI students' vocabulary mastery and lesson comprehension at Hanoi University of Industry: A student perspective

CLIL and Social and Emotional Learning in Early Bilingual Education: Compatible and Mutually Beneficial

Bilingual learning strategies to support Chinese EAL business students

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