Mexican Secondary School Students’ Perception of Learning the History of Mexico in English

Herrera, Romero Lara

doi:10.15446/profile.v17n1.44739

Cited by 8 publications

(10 citation statements)

References 17 publications

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“…CLIL methodology is also not present in the Mexican context, on which Lara Herrera () centered. Through semi‐structured interviews, he gauged 11 secondary student perceptions on learning the history of Mexico through dual‐focused education and ascertained that, although their views gradually evolved towards a more positive stance, bilingual methodology was considered “theoretical and boring” (Lara Herrera, : 116), which led the author to conclude that “In regard to methodology, […] CBI is ‘easier said than done’” (Lara Herrera, : 116).…”

Section: The Theoretical Backdropmentioning

confidence: 99%

CLIL and pedagogical innovation: Fact or fiction?

Cañado

2018

Int J App Linguistics

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This article presents the outcomes of a large‐scale program evaluation into whether the pedagogical innovation which is associated theoretically to CLIL is actually trickling down to on‐the‐ground practice. To this end, three sets of questionnaires have been applied and semi‐structured interviews have been conducted with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an in‐depth analysis of where we stand in the process of implementing CLIL methodology, materials, and evaluation. A detailed diagnosis is provided and within and across‐cohort comparisons are carried out. The outcomes reveal that considerable headway has been made in the implementation of CLIL methodology, materials, and evaluation, although problems still continue to surface affecting diversity, parental support, and teacher training.

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Section: The Theoretical Backdropmentioning

confidence: 99%

CLIL and pedagogical innovation: Fact or fiction?

Cañado

2018

Int J App Linguistics

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“…The studies included the following data collection instruments: questionnaires and surveys (20), interviews (20), classroom observations (10), teaching and learning artefacts (17), including lesson plans, coursebooks and interactions as evidence of learning as in Keogh (2017), journals (6), and tests (6). The data collected through these instruments was subjected to thematic analysis (e.g., Lara Herrera, 2015), content analysis (e.g., Banegas, 2014b), and descriptive statistics (e.g., Castillo, 2008). While CLIL research is expected to report on linguistic and content/cognitive gains, Latin American CLIL has so far reported on learners' general progress in L2 language development without rigorous analysis of specific linguistic performance.…”

Section: Empirical Studiesmentioning

confidence: 99%

“…This feature is found not only in studies between -2010(e.g., Pistorio 2009) but also in more recent studies (e.g., Keogh, 2017), which may signal that while European CLIL has narrowed down the scope of CLIL to learning content through an L2 (Ball et al, 2015), Latin American CLIL gravitates between the language-driven and, to a lesser extent, content-driven approaches. Upon scrutiny of the focus of each publication, we identified 37 studies which explore CLIL as a language-driven approach for teaching English as a foreign language (e.g., Czischke Alvarez, 2013), and 20 studies which examine CLIL implementation for the teaching of content such as history (e.g., Lara Herrera, 2015;Ravelo, 2013), science (e.g., Gamero-Calderón, 2017, Garzón-Díaz, 2018Leal, 2016), geography (e.g., Costa-Rau, 2016), math (e.g., Corzo Zambrano & Robles Noriega, 2011), first aid (e.g., Finardi, Silveira, & Alencar, 2016, business (e.g., Gardner, 2009) or ELT methodologies (e.g., De la Barra et al, 2018).…”

Section: Clil Pedagogymentioning

confidence: 99%

“…Regarding learners, studies with primary (Barrios Núñez, 2017), secondary (Lara Herrera, 2015), and higher education students (Núñez Asomoza, 2015) show that they believe that CLIL can help them improve their CALP (cognitive academic language proficiency) and operate in English across a wide range of contexts. Notwithstanding, they have reported struggling with understanding content due to their limited language proficiency, academic writing and vocabulary, and feel that teacher preparation and materials are critical elements that need further attention within CLIL implementation.…”

Section: Clil Perceptions and Beliefsmentioning

confidence: 99%

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Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

2020

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Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

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“…Given the focus on integration and the multiplicity of clil realisations in practice (Díaz Pérez et al, 2018), clil may usually be configured as (a) a content-driven approach or (b) a language-driven approach. The first approach entails teaching a subject through the medium of an additional language, for example teaching science (e.g., Garzón-Díaz, 2018) or history (e.g., Lara Herrera, 2015) in English. The second approach is adopted in efl lessons in which English learning is contextualised in curriculum to increase authenticity of purpose and topics (Pinner, 2013) and enhance language learning motivation (Banegas, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

CLIL and Comprehensive Sexual Education: A Case of Innovation From Argentina

Banegas

Lauze²

2020

Profile: Issues Teach. Prof. Dev.

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Social issues are believed to enrich English language teaching with meaningful topics. In this article we describe and reflect on an innovative practice which combined content and language integrated learning with comprehensive sexual education at a state secondary school in Argentina. By law, comprehensive sexual education must be included across the Argentinian curriculum and English language learning cannot be the exception. Therefore, we designed and implemented a collaborative-driven innovation that allowed learners to learn English and comprehensive sexual education with a focus on authentic materials, purposes, and tasks. The innovation was developed over a month and it involved learners delivering presentations on comprehensive sexual education topics. Reflections on the effect of the innovation and possible future directions are included.

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Mexican Secondary School Students’ Perception of Learning the History of Mexico in English

Cited by 8 publications

References 17 publications

CLIL and pedagogical innovation: Fact or fiction?

CLIL and pedagogical innovation: Fact or fiction?

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

CLIL and Comprehensive Sexual Education: A Case of Innovation From Argentina

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