Student perspectives on dual immersion in California: A comparison with the perceptions of CLIL learners in Madrid

Moreno, Diego Rascón

doi:10.1016/j.linged.2020.100887

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…CLIL has its challenges in the implementation process (Moreno, 2021). This challenge concerns school readiness, especially the readiness of teachers and students (Aizawa et al, 2020;Goris et al, 2019;McDougald, 2015).…”

Section: Challenges In Implementing Clilmentioning

confidence: 99%

Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?

Yani,

Budasi,

Ramendra

et al. 2023

Journey

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CLIL is widely implemented in English as a foreign language class, but there has been no specific research conducted to identify the advantages and challenges of implementing it in the context of bilingual education. This study aims to examine the implementation of Content and Language Integrated Learning (CLIL) in bilingual education. Specifically, this study focuses on the benefits of CLIL in bilingual education and the challenges of implementing CLIL in bilingual education. Then, a recommendation to implement CLIL effectively was drawn using the benefits and the challenges of CLIL. This research was conducted by following the steps of a literature review. Data was collected from articles from accredited international journals published online from 2012 to 2022. The collected data were analyzed qualitatively using an interactive data analysis model, carried out in three stages of analysis: data reduction, data display, and conclusion drawing/verification. The data collected showed that CLIL improved mastery of a second language. It is because CLIL provides a lot of exposure for the students. Besides, CLIL enables students to acquire English by practicing it actively. The challenge in implementing CLIL lies in teachers’, students’, and teaching media readiness. To run CLIL effectively, it should be done by considering the quality, quantity, and consistency of the English exposure.

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Section: Challenges In Implementing Clilmentioning

confidence: 99%

Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?

Yani,

Budasi,

Ramendra

et al. 2023

Journey

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“…As a result, bilingual and multilingual education has become more common in educational systems around the world in an attempt to provide 21 st -century students with the type of adaptive education they need to face the communicative situations they will encounter in their lives (García, 2009). This type of education, which may be strictly bilingual or multilingual depending on the number of languages of instruction used, is understood as the use of more than one language (national or foreign) to teach a wide range of non-linguistic areas of the curriculum (Ozfidan & Toprak, 2019;Rascón-Moreno, 2021;Terra, 2018;Turner, 2021). Research has reported the benefits of bilingual and multilingual education for students in the academic and linguistic fields (Pérez-Vidal & Roquet, 2015), but also in terms of intercultural awareness (Romanowski, 2018), professional skills (Callahan & Gándara, 2014), and willingness to travel abroad (Yang, 2017).…”

Section: Introductionmentioning

confidence: 99%

Employment, work abroad and bilingual education: Spanish bilinguals graduates’ self-perceived employability, mobility and intercultural competence

Palacios-Hidalgo

Parra

Espejo-Mohedano

et al. 2021

JTLGE

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Bilingual programs have become more common in higher education around the world in an attempt to provide learners with the education they need to face today’s world. These programs can provide academic, linguistic, intercultural, and professional benefits to students. Consequently, countries like Spain have developed bilingual education to help students become proficient in foreign languages and develop essential competences for their professional futures. Research has analysed how Spanish bilingual education is implemented, and how teachers are trained. However, few studies examine how bilingual programs impact graduates’ employability, mobility, and intercultural awareness, and how graduates perceive their skill development. Moreover, little has been studied about bilingual graduates’ work situation and whether participating in these programs has helped them find work abroad. This paper analyses whether a combination of participation in Spanish bilingual programs, employment, and experiences working abroad affects bilingual education graduates’ self-perceived employability, mobility, and intercultural awareness. This study adopts a quantitative approach, in which 741 respondents participated. Findings show that bilingual graduates who are currently working have higher self-perceived employability and better perceptions of their mobility and employability competences than those who followed monolingual studies, even when they have not worked abroad.

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Intellectual and speech development of schoolchildren in the context of multilingualism: Teaching methods

Zhumadilova

2024

Scientific Herald of Uzhhorod University Series Physics

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Relevance. The relevance of this study is conditioned by several factors. One of them is the expansion of the practice of multilingualism in educational institutions of various countries. Another, no less significant phenomenon is the awareness of the importance of the introduction of this system of education for the creation, improvement, and further development of both cultural and economic ties between different states. Ultimately, learning several languages makes the consciousness of students more flexible, creates the ground for the development of a positive worldview and thinking in general. Purpose. In order to generalise the findings, the paper provides a diagram drawing, which shows a panorama of the state of the structure of the multilingual school at the present time. It includes a number of components that are leading in the process of training teachers of multilingual educational institutions, including in the practice of implementing educational programmes based on universal and effective methods of presenting material related to foreign languages. Methodology. The search, collection, research of teaching methods in the conditions of the noted education system is carried out, with the derivation of categories of this process and the characteristics of each of them. Results. This paper analyses materials related to the study of the problem of intellectual and speech development of schoolchildren in the context of multilingualism. Conclusions. In conclusion, the forecast of the further development of this area, its prospects for the life and activities of society are given. It is reported that the system of modern education is designed to respond directly to the global processes taking place in society. These include the integration of various cultures and ethnic groups into the global cultural and economic space.

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Student perspectives on dual immersion in California: A comparison with the perceptions of CLIL learners in Madrid

Cited by 3 publications

References 21 publications

Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?

Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?

Employment, work abroad and bilingual education: Spanish bilinguals graduates’ self-perceived employability, mobility and intercultural competence

Intellectual and speech development of schoolchildren in the context of multilingualism: Teaching methods

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