LACLIL > Vol 14, No 1 (2021)http://hdl.handle.net/10818/507982024-03-29T15:17:26Z2024-03-29T15:17:26ZLess is moreWentzel, Arnoldhttp://hdl.handle.net/10818/508582022-07-05T16:30:09Z2021-01-01T00:00:00ZLess is more; Menos es más
Wentzel, Arnold
Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice – content compression – is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against the reduction and simplification of content for fear that it might harm students’ understanding of the subject content. This paper explains the ostensibly paradoxical result that content compression improves students’ understanding of content and shows why it is well suited to CLIL, if applied correctly. It presents content compression principles and techniques that are appropriate to content production and teaching practice in the CLIL classroom and shows how it was used to enhance language acquisition by students in a CLIL business course at a Colombian university over a period of three semesters. This experience suggested that content compression, in combination with other pedagogical practices, not only increased students’ linguistic confidence, but also enhanced their perceived learning in both content and language.
32 páginas
2021-01-01T00:00:00ZA Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online PracticumPappa, Sotiriahttp://hdl.handle.net/10818/508572022-07-05T16:30:08Z2021-01-01T00:00:00ZA Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum; Un estudio de caso de las emociones y la comprensión de AICLE de tres futuros profesores finlandeses durante una práctica en línea
Pappa, Sotiria
The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.
28 páginas
2021-01-01T00:00:00ZStudents’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective ConsiderationsSánchez-García, RosaPavón-Vázquez, Víctorhttp://hdl.handle.net/10818/508562022-07-05T16:30:08Z2021-01-01T00:00:00ZStudents’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations; Percepciones de los estudiantes sobre el uso del aprendizaje basado en proyectos en AICLE: resultados del aprendizaje y consideraciones psicoafectivas
Sánchez-García, Rosa; Pavón-Vázquez, Víctor
The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students’ ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students’ point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model.
30 páginas
2021-01-01T00:00:00ZTeaching English Vocabulary to Higher Technical Professional Education Students. Chilean Sign Language as a Multimodal StrategyLohaus Reyes, María FranciscaHerrera-Fernández, Valeriahttp://hdl.handle.net/10818/508552022-07-05T16:30:07Z2021-01-01T00:00:00ZTeaching English Vocabulary to Higher Technical Professional Education Students. Chilean Sign Language as a Multimodal Strategy; Enseñanza del Vocabulario en Inglés a Estudiantes de Educación Profesional Técnica Superior. La Lengua de Señas Chilena como Estrategia Multimodal
Lohaus Reyes, María Francisca; Herrera-Fernández, Valeria
Chilean adults report a low level of English proficiency compared to their OECD peersFor this reason, the teaching methodologies of this foreign language should become more relevant in tertiary education, especially in Higher Technical Professional Education (ESTP). The research objective was to determine the effect of a didactic strategy for teaching English vocabulary that incorporates the use of Chilean Sign Language and the manual alphabet in the production of isolated oral vocabulary in ESTP students. A quantitative methodology and a quasi-experimental design were used in the study. Two groups of 30 people between the ages of 16 and 44 participated, to whom an instrument was applied to evaluate the oral productive vocabulary in four categories of words. One of the groups underwent the designed multimodal teaching strategy and the other group received traditional vocabulary instruction by oral repetition. After the intervention,
both groups were evaluated with the same instrument. Nonparametric analyses concluded that the multimodal teaching strategy implemented with the experimental group produced a short-term positive effect on the oral production of the isolated vocabulary of the students, as compared to the control group.
24 páginas
2021-01-01T00:00:00Z