The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?

Risco, Irene Olga Castellano; González, Rafael Alejo; Piquer-Píriz, Ana María

doi:10.1016/j.system.2020.102263

Cited by 21 publications

(12 citation statements)

References 21 publications

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“…As such, lecturers may feel that their strongest point is their dominance of subject-specific vocabulary because they come into contact with it in a variety of contexts and they are probably used to using language specific to their subject in a variety of scenarios. Second, there is a substantial body of research identifying lexical knowledge as one of the aspects that benefits most from the implementation of CLIL in compulsory education (Agustín-Llach and Canga Alonso 2016;Alejo-González and Piquer-Píriz 2016;Castellano-Risco 2018;Castellano-Risco et al 2020;Pladevall-Ballester and Vallbona 2016;Sylvén, 2019). Some lecturers mentioned that one of the main advantages of being involved in EMI programmes was that they felt obliged to start studying English again.…”

Section: Discussionmentioning

confidence: 99%

Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence

Piquer-Píriz

Risco

2021

RAEI

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This paper reports the results of an analysis of English as a Medium Instruction (EMI) lecturers’ training needs at a Spanish state university. In order to carry out this analysis, participants were asked to complete a quantitative questionnaire and participate in a survey with open questions adapted from Pérez-Cañado 2020). Both analysis tools explored the lecturers’ needs in relation to specific areas: linguistic competence, methodology, materials and resources, continuing professional development training and their overall rating of the EMI programme. The results show that, on the one hand, EMI teachers feel that their linguistic competence is sufficient to conduct classes in English. On the other hand, participants seem less confident as far as their methodological competence is concerned and call for more specific ongoing training. These findings are mostly in consonance with the results of other studies carried out in similar contexts (Dafouz 2018; Macaro et al. 2019; Pérez-Cañado 2020; Coelho in preparation) but they also provide some new insights which should be taken into consideration in the design of specific training programmes for lecturers involved in EMI in Higher Education.

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Section: Discussionmentioning

confidence: 99%

Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence

Piquer-Píriz

Risco

2021

RAEI

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“…However, in the ALCCT-like sources, various types of user situations merge at different stages of dictionary use. Although it is an EFL dictionary concerned with L2 communication, the evidence of the neurocognitive and linguodidactic researches prove the plausibility of combining the subject area study with the lingual component [6]; hence, what is referred to as "cognitive user situation" [16] or rather a knowledge-oriented situation is treated in ALCCT as well. Moreover, the needs related to the application of the L2-linguistic and encyclopedic knowledge to the L2 text production involves a great deal of procedural memory and keeping track of the actual communication.…”

Section: Fig 1 Alcct User Profile Modelmentioning

confidence: 99%

An Active Dictionary: User Needs and Expectations

Plakhotniuk¹

2020

Nova fìlologìâ

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“…In their study, Castellano-Risco, Alejo-González & Piquer-Píriz reported that CLIL students nearly doubled regular EFL learners' receptive vocabulary knowledge in their research sample [28]. The study presents the experiment results realised with the convenience sample of 44 third-grade secondary school students where the CLIL group was exposed to cca 810 more hours 1 Coyle D. Developing CLIL: Towards a Theory of Practice.…”

Section: Introductionmentioning

confidence: 96%

“…classroom interaction [16], strategies [17; 18], age [19], the influence of affective factors [20; 21], motivation [22], gender [22; 23], household structure [24], socioeconomic status [25; 26], became the subject of more in-depth focus. The experimental data are rather positive [27][28][29][30][31], especially concerning the positive impact of CLIL on language gains, motivation increase and positive change of attitudes towards foreign language learning; however, it is a more complex issue, and as such, the impact has to be studied and interpreted from a much broader context. Pérez Cañado studied the effects of CLIL on mother tongue (L1) and content learning, and she stresses that the CLIL students who receive instruction in L1 outperform their peers, especially in the long term, and she suggests that increased time and input are crucial for CLIL students "to achieve either the same or superior content results as their monolingual peers" [27].…”

Section: Introductionmentioning

confidence: 99%

A Review of European Research on Content and Language Integrated Learning

Cimermanová¹

2021

IntegrEdu

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Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.

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The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?

Cited by 21 publications

References 21 publications

Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence

Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence

An Active Dictionary: User Needs and Expectations

A Review of European Research on Content and Language Integrated Learning

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