LACLIL > Vol 06, No 1 (2013)
http://hdl.handle.net/10818/32088
2024-03-29T10:27:49ZReview of the book CLIL activities: A resource for subject and language teachers, by L. Dale & R. Tanner
http://hdl.handle.net/10818/13719
Review of the book CLIL activities: A resource for subject and language teachers, by L. Dale & R. Tanner; Reseña del libro CLIL activities: A resource for subject and language
teachers (with CD-ROM), por L. Dale & R. Tanner
Banegas, Darío Luis
CLIL’s literature is growing fast as a result of the varied implementations seen in
the settings in which it is explored. Dale and Tanner’s contribution to the fast
growing CLIL literature is a gem for researchers, ELT/CLIL coordinators, and
above all, teachers who are engaged in CLIL implementation and know about the
benefits and challenges CLIL teachers may find along the way. I approached CLIL
Activities as a teacher-researcher who believes that CLIL entails the integration
of curricular content and language learning with the aim of making a second
language an inherent part of the school curriculum.
2013-04-12T00:00:00ZSituated learning for adults acquiring a second language
http://hdl.handle.net/10818/13726
Situated learning for adults acquiring a second language; Aprendizaje situado para adultos quienes adquieren una lengua segunda
Castillo, Rigoberto; Vargas, Juan Carlos
This article reports a case study of a group of English Language Learners involved in an outreach course which forms part of the social project Bogota Humana. To give meaning to learning another language (L2) the project held sessions inside and outside the classroom. The inquiry was directed on the perceptions of the local context and on its usefulness in L2 acquisition. It was found that outdoor spaces offer participants a sense of comfort which encourages participation and social interaction. They felt their identity, as adults and as citizens of the capital, was acknowledged.; Este artículo presenta un estudio de caso de un grupo de estudiantes del idioma inglés quienes
participan en un curso de extensión que forma parte del proyecto social de Bogotá Humana.
Para dar sentido al aprendizaje de otra lengua (L2) el proyecto realizó sesiones dentro y fuera
del aula. La investigación fue dirigida por las percepciones del contexto local y de su utilidad en
la adquisición de L2. Se encontró que los espacios al aire libre ofrecen a los participantes una
sensación de confort que fomenta la participación y la interacción social. Ellos sintieron que su
identidad, como adultos y como ciudadanos de la capital, fue reconocida.
2013-04-12T00:00:00ZSIOP components: Application and assessment through PBL in a content-language college classroom
http://hdl.handle.net/10818/13721
SIOP components: Application and assessment through PBL in a content-language college classroom; Componentes SIOP: Aplicación y evaluación a través de ABP en un aula universitaria de contenido y lengua
Luisa Cecilia Chávez Quiroga
This article describes the circumstances and outcomes of an on-going research which explores the effectiveness of explicitly exercising a relationship between two of the eight components from the constructivist model SIOP (Sheltered Instruction Observation Protocol): Application and Assessment, through PBL (Project-Based Learning) in a content-language context at university level. It begins by compiling thoughts from various theorists who emphasize the importance of opening real application avenues to assess students learning. The research took place in a bilingual college in Bogotá, Colombia, during the second semester of 2011 and the first semester of 2012. The data analysis was taken from a group enrolled in a sixth semester class. Results make clear that through accompanying students through the proper use of PBL ladder, as an application tool, they will be able to value their own process of learning.; Este texto describe las circunstancias y resultados de una investigación de acción, la cual
explora la efectividad de establecer explícitamente la correlación entre dos de ocho
componentes del modelo SIOP (Sheltered Instruction Observation Protocol, “Protocolo de
Observación de la Instrucción Contextualizada”): Aplicación y Valoración a través de ABP
(Aprendizaje Basado en Proyectos) en el contexto de contenido-lengua a nivel universitario.
Comienza sintetizando varias ideas de recientes teóricos, quienes ponderan la importancia de
la aplicación en contextos reales, como medio para valorar los procesos de aprendizaje. La
investigación se realizó en una universidad en Bogotá, Colombia durante el segundo semestre
de 2011 y primero de 2012. El análisis de la data se obtuvo de un grupo de estudiantes de sexto
semestre. Los resultados demuestran que el acompañamiento y uso apropiado del PBL, como
instrumento de aplicación, llevan a los estudiantes a apropiarse y a valorar su proceso de aprendizaje
2013-04-12T00:00:00ZEFL learning among motivated and demotivated Iranian seminary students
http://hdl.handle.net/10818/13723
EFL learning among motivated and demotivated Iranian seminary students; Aprendizaje del inglés como lengua extranjera entre los estudiantes iraníes del seminario motivados y desmotivados
Molavi, Ahmad; Biria, Reza
Demotivation is a relatively new issue in the field of second/foreign Language (L2) learning motivation. Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular. In the present study, an attempt has been made to distinguish the significant difference between EFL achievement of the motivated and demotivated Iranian seminary students. Fifty Iranian EFL seminary students were investigated using three validated questionnaires and tests. In the first stage 50 participants from among Iranian Islamic seminary students in Isfahan, Iran were selected through simple random sampling by the application of Oxford Placement Test (OPT, Allan, 1992) in order to select intermediate homogenous students. In the next stage, the modified version of Gardner’s Attitude/Motivation Test Battery (AMTB) questionnaire was applied to understand which students were motivated and which ones were not. Finally a general English proficiency test, namely, Interchange Objective Placement Test (IOPT) was administered to check the students’ English proficiency. It was found that demotivation definitely affects EFL learning. The results of the t-test, which was run between the means of the IOPT (English proficiency), for the two groups also show that those students whose AMTB score was higher also scored higher in the proficiency test. Accordingly, devising skills to motivate students to the greatest extent should be seen as central to teaching effectiveness and English language teachers and policy makers should try to find out different strategies in this regard.
2013-04-12T00:00:00Z