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CLIL in Pharmacology: Enabling Student Voice
AICLE en farmacología: atendiendo la voz de los estudiantes;
CLIL em farmacologia: ouvindo a voz dos estudantes
dc.contributor.author | Filice, Serafina | |
dc.date.accessioned | 2/2/2021 10:52 | |
dc.date.available | 2/2/2021 10:52 | |
dc.date.issued | 2021-01-14 | |
dc.identifier.citation | Filice, S. (2020). CLIL in pharmacology: Enabling student voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338. https://doi.org/10.5294/laclil.2020.13.2.7 | es_CO |
dc.identifier.issn | 2011-6721 | |
dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/13665 | |
dc.identifier.uri | http://hdl.handle.net/10818/46633 | |
dc.description | 26 páginas | es_CO |
dc.description.abstract | Over the past decades, the integration of content and language in education has been gaining ground in different design formats and at various levels of education worldwide. This study describes a pilot project carried out at the School of Pharmacy of an Italian University, using a partial-CLIL format, as this was the only model accepted for experimentation by the School. The terms partial CLIL and adjunct CLIL describe different degrees of integration. Since this was the first trial with students from the Pharmacy program, the main concern was finding out how they would respond to such an “‘innovative” approach. Despite the plethora of literature available on CLIL in higher education, there is a lack of research regarding students’ views on the issue; no consideration seems to be given to the main protagonists who undergo this “novel” approach. Hence, the aim of the study was to seek students’ voice on the experience—their thoughts and feelings. Student perceptions are essential for future didactical applications. A mixed method approach to data collection was employed to give strong validity to the data (direct observation, focus group interview followed by a survey questionnaire). The preliminary findings gathered from the qualitative and quantitative analysis contribute positively to the organization of CLIL courses in higher education. Overall, the results reveal positive student views, but, at the same time, encourage reflections for teachers and stakeholders on how to prepare students for CLIL lessons and on structuring CLIL programs for future implementations. | en |
dc.description.abstract | En las últimas décadas, la integración del contenido y el lenguaje en la educación ha ido ganando terreno en diferentes formatos didácticos y a varios niveles de educación en todo el mundo. Este estudio describe un proyecto piloto realizado en la Facultad de Farmacia de una universidad italiana, utilizando un formato de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) parcial, el único modelo aceptado por la Facultad para la experimentación. Los términos AICLE parcial y AICLE modular adjunto, describen diferentes grados de integración. Dado que se trataba de un primer ensayo con estudiantes de farmacia, la preocupación principal era descubrir cómo responderían a un enfoque tan “innovador”. A pesar de la gran cantidad de litera-tura disponible sobre AICLE en educación superior, existe una falta de investigación respecto de las opiniones de los estudiantes sobre el tema. Es como no tener en consideración a los principales pro-tagonistas que se someten a este enfoque “innovador”. Por lo tanto, el objetivo fue investigar sobre las mencionadas opiniones, sobre sus experiencias, pensamientos y sentimientos. Las percepciones de los estudiantes son esenciales para futuras aplicaciones didácticas. Para la recopilación de los datos, se empleó un método mixto con el fin de proporcionarles mayor validez (observación directa y entrevista a grupos focales con sucesivo cuestionario de encuesta). Los resultados preliminares obtenidos del análisis cualitativo y cuantitativo contribuyen positivamente a la organización de los cursos AICLE en la educación superior. Los mismos revelan, en general, opiniones positivas, pero al mismo tiempo estimulan reflexiones en los maestros y en las partes interesadas sobre cómo preparar a los estudiantes para las lecciones de CLIL y sobre la estructuración de los programas de CLIL para implementaciones futuras. | es_CO |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.relation.ispartofseries | Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338 | |
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 | Partial CLIL | eng |
dc.subject.other | Student voice | eng |
dc.subject.other | Internationalization | eng |
dc.subject.other | Lecture modality | eng |
dc.title | CLIL in Pharmacology: Enabling Student Voice | en |
dc.title | AICLE en farmacología: atendiendo la voz de los estudiantes | es_CO |
dc.title | CLIL em farmacologia: ouvindo a voz dos estudantes | 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.2020.13.2.7 | |
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dc.identifier.eissn | 2322-9721 |
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