| dc.contributor.author | Reza Ghorbani, Mohammad | |
| dc.date.accessioned | 6/2/2020 16:18 | |
| dc.date.available | 6/2/2020 16:18 | |
| dc.date.issued | 2020-11-05 | |
| dc.identifier.citation | Ghorbani, MR (2019). Viabilidad de adoptar el inglés como medio parcial de instrucción para asignaturas de matemáticas y ciencias en la escuela secundaria iraní. Revista Latinoamericana de Contenido y Aprendizaje Integrado de Idiomas, 12 (2), 292-320. https://doi.org/10.5294/laclil.2019.12.2.5 | es_CO |
| dc.identifier.issn | 2011-6721 | |
| dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12169 | |
| dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12169/pdf | |
| dc.identifier.uri | http://hdl.handle.net/10818/41444 | |
| dc.description | 29 páginas | es_CO |
| dc.description.abstract | El uso del contenido y el aprendizaje integrado de idiomas ha aumentado en muchos países europeos simultáneamente con el uso del inglés como medio de instrucción en los países no angloparlantes debido a la globalización y la internacionalización. Desde la revolución de 1979, la discusión sobre el inglés como medio de instrucción en la educación formal iraní ha sido un tabú. Este estudio tiene como objetivo descubrir las posibilidades de introducir el inglés como un medio parcial de instrucción (EPMI) para las matemáticas y las ciencias en las escuelas secundarias. El diseño de métodos mixtos convergentes se utilizó para recopilar las perspectivas de los estudiantes, los maestros del área de contenido, los padres y el personal administrativo en Bojnord a través de entrevistas por correo electrónico y cuestionarios de encuestas. La mayoría de los entrevistados en la fase cualitativa, así como la mayoría de los estudiantes, padres, maestros, y el personal administrativo en la fase cuantitativa ha apoyado el posible uso de EPMI. Los resultados de este estudio sugieren consideraciones futuras para ayudar a las autoridades educativas del idioma a tomar decisiones para superar las limitaciones de dominio del idioma de los estudiantes mientras desarrollan programas eficientes y efectivos para CLIL. | es_CO |
| dc.format | application/pdf | es_CO |
| dc.language.iso | eng | es_CO |
| dc.relation.ispartofseries | Revista Latinoamericana de Contenido y Aprendizaje Integrado de Idiomas, 12 (2), 292-320 | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.source | instname:Universidad de La Sabana | es_CO |
| dc.source | reponame:Repositorio Institucional de la Universidad de La Sabana | es_CO |
| dc.subject.other | Inglés como medio parcial de instrucción | es_CO |
| dc.subject.other | EMI | es_CO |
| dc.subject.other | Inglés como contexto de idioma extranjero | es_CO |
| dc.subject.other | Aprendizaje Integrado de Contenidos y Lenguas Extranjeras | es_CO |
| dc.subject.other | CLIL educación Secundaria | es_CO |
| dc.subject.other | Internacionalización globalización | es_CO |
| dc.title | Viabilidad de la introducción del inglés como medio parcial de instrucción en las escuelas secundarias mayores iraníes | es_CO |
| dc.type | journal article | es_CO |
| dc.publisher.department | Dirección de Publicaciones | es_CO |
| dc.type.hasVersion | publishedVersion | es_CO |
| dc.rights.accessRights | openAccess | |
| dc.identifier.doi | 10.5294/laclil.2019.12.2.5 | |
| dcterms.references | Yang, W. (2015). Content and language integrated learning next in Asia:
Evidence of learners’ achievement in CLIL education from a Taiwan
tertiary degree programme. International Journal of Bilingual Education
and Bilingualism, 18(4), 361–382. https://doi.org/10.1080/13670050.20
14.904840 | |
| dcterms.references | Ahmadi, Q. S. (2017). Unwelcome? English as a medium of instruction
(EMI) in the Arabian Gulf. English Language Teaching, 10(8), 11–17.
https://doi.org/10.5539/elt.v10n8p11 | eng |
| dcterms.references | Airey, J. (2009). Estimating undergraduate bilingual scientific literacy in
Sweden. International CLIL Research Journal, 1, 26–35. https://www.researchgate.net/publication/260311133_Estimating_bilingual_scientific_literacy_in_Sweden | eng |
| dcterms.references | Alrabah, S., Wu, S., Alotaibi, A. M., & Aldaihani, H. A. (2016). English teachers’ use of learners’ L1 (Arabic) in college classrooms in Kuwait. English Language Teaching, 9(1), 1–11. https://doi.org/10.5539/elt.v9n1p1 | eng |
| dcterms.references | Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2010). Introduction to research in education (8th Ed.). Belmont, CA: Wadsworth Cengage Learning. | eng |
| dcterms.references | Ashcraft, N. (2006). The human impact of the conversion to English-medium instruction. Proceedings from College of Humanities & Social
Sciences: The Seventh Annual U.A.E University Research Conference.
UAEU Funded Research Publications, 22, 11–16 | eng |
| dcterms.references | Benson, C., & Kosonen, K. (Eds.). (2013). Language issues in comparative education: Inclusive teaching and learning in non-dominant languages and
cultures. Rotterdam, the Netherlands: Sense Publishers. | eng |
| dcterms.references | Berger, M. (2011). English-only policy for all? Case of a university English
class in Japan. Polyglossia, 3, 27–43. https://www.apu.ac.jp/rcaps/uploads/fckeditor/publications/polyglossia/Polyglossia_V20_Berger.pdf | eng |
| dcterms.references | Borjian, M. (2013). English in post-revolutionary Iran: From indigenization to internationalization. Clevedon, Avon: Multilingual Matters. | eng |
| dcterms.references | Brumfit, C. J. (2004). Language and higher education: Two current challenges. Arts and Humanities in Higher Education, 3(2), 163–173. https://doi.
org/10.1177/1474022204042685 | eng |
| dcterms.references | Chang, Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students.
Taiwan International ESP Journal, 2(1), 55–84. https://nurulfarhani7971.
weebly.com/uploads/2/7/5/4/27546657/emi_3.pdf | eng |
| dcterms.references | Chiti-Batelli, A. (2003). Can anything be done about the ‘glottophagy’ of
English? A bibliographical survey with a political conclusion. Language Problems and Language Planning, 27(2), 137–153. https://doi.
org/10.1075/lplp.27.2.03chi | eng |
| dcterms.references | Coetzee, W. (2004). Design principles for English medium course material for
speakers of other languages (Unpublished doctoral dissertation). The
Open University, UK. | eng |
| dcterms.references | Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd
Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates. | eng |
| dcterms.references | Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14. https://doi.org/10.1017/
S026144480600320X | eng |
| dcterms.references | Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in
Italian higher education. International Journal of Bilingual Education and
Bilingualism, 16(1), 3–19. https://doi.org/10.1080/13670050.2012.676621 | eng |
| dcterms.references | Coyle D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated
learning. Cambridge, UK: Cambridge University Press. | eng |
| dcterms.references | Crawford-Camiciottoli, B. (2004). Interactive discourse structuring in L2
guest lectures: Some insights from a comparative corpus-based
study. Journal of English for Academic Purposes, 3(1), 39–54. http://doi.
org/10.1016/S1475-1585(03)00044-4 | eng |
| dcterms.references | Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (4th Ed.). New York, NY: Pearson. | eng |
| dcterms.references | Crystal, D. (2004). The past, present, and future of World English. In A. Gardt & B. R. Hüppauf (Eds.), Globalization and the future of German (pp.
27–45). Berlin, Germany: Mouton de Gruyter. | eng |
| dcterms.references | Dafouz, E., & Guerrini, M. C. (Eds.). (2009). CLIL across Educational Levels:
Experiences from primary, secondary and tertiary contexts. Madrid, Spain:
Santillana Educación/Richmond Publishing. | eng |
| dcterms.references | Dearden, J. (2015). English as a medium of instruction: A growing global phenomenon. Oxford, UK: British Council. | eng |
| dcterms.references | Dearden, J. & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three-country comparison.
Studies in Second Language Learning and Teaching, 6(3), 455–486. https://
files.eric.ed.gov/fulltext/EJ1134377.pdf | eng |
| dcterms.references | Doiz, A., Lasagabaster, D., & Sierra, J. (2013). Globalisation, internationalisation, multilingualism and linguistic strains in higher education.
Studies in Higher Education, 38(9), 1407–1421. https://doi.org/10.1080/
03075079.2011.642349 | eng |
| dcterms.references | Ellili-Cherif, M. (2014). Integrated language and content instruction in
Qatar independent schools: Teachers’ perspectives. Teacher Development, 18(2), 211–228. https://doi.org/10.1080/13664530.2014.900819 | eng |
| dcterms.references | Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong
tertiary students. Journal of English for Academic Purposes, 6(1), 3–17.
https://doi.org/10.1016/j.jeap.2006.11.005 | eng |
| dcterms.references | Foroozandeh, E., & Forouzani, M. (2015). Developing school English materials for the new Iranian educational system. In C. Kennedy (Ed.), English Language Teaching in the Islamic Republic of Iran: Innovations, Trends
and Challenges, (pp. 59–72). London, UK: British Council. | eng |
| dcterms.references | Fortanet, I., & Bellés, B. F. (2005). Spoken academic discourse: An approach
to research on lectures. Volumen Monográfico, 25, 161–178. https://
www.researchgate.net/publication/28128935_Spoken_academic_
discourse_An_approach_to_research_on_lectures | eng |
| dcterms.references | Gardt, A., & Hüppauf, B-R. (Eds.) (2004). Globalization and the future of German. Berlin, Germany: Mouton de Gruyter. | eng |
| dcterms.references | Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks.
The Journal of Reflections on English Language Teaching, 8,(2), 131–139.
https://www.researchgate.net/publication/313073927_ELT_in_Iranian_high_schools_in_Iran_Malaysia_and_Japan_Reflections_on_
how_tests_influence_use_of_prescribed_textbooks | eng |
| dcterms.references | Ghorbani, M. R. & Neissari, M. (2015). Washback effect of the Iranian concours on senior high school students’ EFL learning activities. Iranian
Journal of Language Testing, 5(1), 1–28. https://www.researchgate.net/
publication/318339723_Washback_effect_of_the_Iranian_concours_
on_senior_high_school_students’_EFL_learning_activities | eng |
| dcterms.references | Ghorbani, M. R., & Alavi, S. Z. (2014). Feasibility of adopting English-medium instruction at Iranian universities. Current Issues in Education, 17(1),
1–18. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1277 | eng |
| dcterms.references | Graddol, D. (1997). The future of English? A guide to forecasting the popularity of
the English language in the 21st century. London, UK: The British Council. | eng |
| dcterms.references | Graddol, D. (2006). English next. British Council. Retrieved from https://
englishagenda.britishcouncil.org/sites/default/files/attachments/
books-english-next.pdf | eng |
| dcterms.references | Hellekjaer, G. O., & Westergaard, M. R. (2003). An exploratory survey of
content learning through English at Nordic universities. In C. Van
Leeuwen & R. Wilkinson (Eds.). Multilingual approaches in university
education: Challenges and practices (pp. 65–80). Nijmegen, The Netherlands: ValkhofPers. | eng |
| dcterms.references | Heugh, K. (2002). The case against bilingual and multilingual education
in South Africa: Laying bare the myths. Perspectives in Education, 20,
171–198. https://hdl.handle.net/10520/EJC87116 | eng |
| dcterms.references | Jenkins, J. (2013). English as a lingua franca in the international university: The
politics of academic English language policy. Abingdon, UK: Routledge. | eng |
| dcterms.references | Khan, I. A. (2011). The teacher of English: Pedagogic relevance in Saudi Arabia. English Language Teaching, 4(2), 112–120. https://doi.org/10.5539/
elt.v4n2p112 | eng |
| dcterms.references | Kirkgöz, Y. (2005). Motivation and student perception of studying in an
English-medium university. Journal of Language and Linguistic Studies,
1(1), 101–122. https://www.jlls.org/index.php/jlls/article/view/10 | eng |
| dcterms.references | Kurtán, Z. (2004). Foreign-language-medium instruction in Hungarian
higher education. In R. Wilkinson (Ed.), Integrating content and language: Meeting the challenge of a multilingual higher education (pp. 126–
136). Masstricht, the Netherlands: Universitaire Pers Maastricht | eng |
| dcterms.references | Kym, I., & Kym, M. H. (2014). Students’ perceptions of EMI in higher education in Korea. The Journal of Asia TEFL, 11(2), 35–61. http://www.asiatefl.org/main/download_pdf.php?i=49&c=1404136303&fn=11_2_02.pdf | eng |
| dcterms.references | Manakul, W. (2007). Role of English in internationalization of higher education: The case of the graduate school of engineering. Higher Education and Lifelong Learning, 15, 155–162. https://high.high.hokudai.
ac.jp/wp-content/uploads/2016/02/No1513.pdf | eng |
| dcterms.references | Mauranen, A., Hynninen, N., & Ranta, E. (2010). English as an academic lingua franca: The ELFA project. English for Specific Purposes, 29(3),
183–190. https://doi.org/10.1016/j.esp.2009.10.001 | eng |
| dcterms.references | Mede, E. & Cinar, S. (2018). Implementation of Content and Language Integrated Learning and its effects on student motivation. LACLIL, 11(2),
215–235. https://doi.org/10.5294/laclil.2018.11.2.3 | eng |
| dcterms.references | Met, M., & Lorenz, E. B. (1997). Lessons from U.S. immersion programs: Two
decades of experience. In R. K. Johnson & M. Swain (Eds.), Immersion
education: International perspectives (pp. 243–264). Cambridge University Press, Cambridge, UK | eng |
| dcterms.references | Murphy, V. (2014). Second language learning in the early school years: Trends and
contexts. Oxford, UK: Oxford University Press. | eng |
| dcterms.references | Otto, A. (2018). Assessing language in CLIL: A review of the literature
towards a functional model. LACLIL, 11(2), 308–325. https://doi.
org/10.5294/laclil.2018.11.2.6 | eng |
| dcterms.references | Phillipson, R. (1992). Linguistic imperialism. Oxford, UK: Oxford University Press. | eng |
| dcterms.references | Ratna, A. S. (April, 2017). Controversy behind applying EMI (English as the
Medium of Instruction) among EFL students. Proceedings of the
Ninth International Conference on Applied Linguistics (CONAPLIN
9): Advances in Social Science, Education and Humanities Research (ASSEHR), 82, 58–63. https://doi.org/10.2991/conaplin-16.2017.12 | eng |
| dcterms.references | Rose, H., & McKinley, J. (2017). Japan’s English medium instruction initiatives
and the globalization of higher education. https://ora.ox.ac.uk/objects/
uuid:8fefd80a-5afe-45f0-adb7-2344ea988dd3 | eng |
| dcterms.references | Sadeghi, K., & Richards, J. C. (2016). The idea of English in Iran: An example from Urmia. Journal of Multilingual and Multicultural Development, 37(4), 419–434. https://doi.org/10.1080/01434632.2015.1080714 | eng |
| dcterms.references | Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, UK:
Oxford University Press. | eng |
| dcterms.references | Soruç, A., & Griffiths, C. (2017). English as a medium of instruction: Students’
strategies. ELT Journal, ccx017, 1–11. https://doi.org/10.1093/elt/ccx017 | eng |
| dcterms.references | Stavans, A. & Hoffmann, C. (2015). Multilingualism. Cambridge, UK: Cambridge University Press. | eng |
| dcterms.references | Tekin A. (2015). Early EFL education is on the rise in Oman: A qualitative
inquiry of parental beliefs about early EFL learning. English Language
Teaching, 8(2), 35–43. http://doi.org/10.5539/elt.v8n2p35 | eng |
| dcterms.references | UNESCO. (2008a). Mother tongue matters: Local language as a key to effective
learning. Paris, France: UNESCO. | eng |
| dcterms.references | UNESCO. (2008b). Mother tongue instruction in early childhood education: A selected bibliography. Paris, France: UNESCO | eng |
| dcterms.references | Van Der Worp, K. (2017). English medium instruction: A way towards linguistically better prepared professionals in the Basque Autonomous
Community? International Journal of Multilingualism, 14(1), 53–68.
http://doi.org/10.1080/14790718.2017.1258994 | eng |
| dcterms.references | Vinke, A. A., Snippe, J., & Jochems, W. (1998). English-medium content
courses in non-English higher education: a study of lecturer experiences and teaching behaviors. Teaching in Higher Education, 3, 383–
394. https://doi.org/10.1080/1356215980030307 | eng |
| dcterms.references | Vu, N. T. T., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The Journal of Asia TEFL, 11(3), 1–31.
https://www.researchgate.net/publication/283083963_English_as_a_
medium_of_instruction_Challenges_for_Vietnamese_tertiary_lecturers | eng |
| dcterms.references | Wong, R. M. H. (2010). The effectiveness of using English as the sole medium of instruction in English classes: Student responses and improved English proficiency. Porta Linguarium 13, 119–130. https://
www.researchgate.net/publication/46014984_The_Effectiveness_
of_Using_English_as_the_Sole_Medium_of_Instruction_in_English_
Classes_Student_Responses_and_Improved_English_Proficiency | eng |
| dcterms.references | Wu, W. S. (2006). Students’ attitudes toward EMI: Using Chung Hua University as an example. Journal of Education and Foreign Language and
Literature, 4, 67–84. | eng |
| dcterms.references | Zare-ee, A., & Hejazi, S. Y. (2017). University teachers’ views on English
as the medium of instruction in an Iranian higher education institution. Arab World English Journal (AWEJ), 8(4), 467–485. https://doi.
org/10.24093/awej/vol8no4.32 | eng |
| dcterms.references | Zhang, H. (2017). What makes an effective English-medium course in China? Experiences and perspectives of international undergraduates.
RELC Journal, 1–16. https://doi.org/10.1177/0033688217691815 | eng |
| dc.identifier.eissn | 2322-9721 | |
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International