El propósito de este documento es responder a la necesidad educativa de lograr una enseñanza bilingüe inclusiva partiendo de los principios del enfoque AICLE (Aprendizaje Integrado de Contenidos y ...Lenguas Extranjeras) y proponiendo los usos del Drama pedagógico dentro del marco del Diseño Universal para el Aprendizaje (DUA) en la etapa de Educación Primaria. La inclusión educativa ha supuesto un reto desde la implantación de la enseñanza bilingüe. Para enseñar y aprender contenidos curriculares a través de lenguas extranjeras es fundamental disponer de métodos y recursos que contribuyan a un aprendizaje significativo sin perder de vista la atención a la diversidad.
Introduction. Today, universities face the task of establishing cooperation with business, including in the field of creating language courses for advanced training within the framework of the ...transfer of educational technologies. The author presents a unique experience in the development of language training courses “English for lawyers” (Financial University under the Government of the Russian Federation, 2023). Theoretical analysis. Conducting the comparative analysis of the problem allowed the author to conclude that the appeal to the CLIL-approach in ESP teaching through the tools of online pedagogy is justified. The client-oriented educational track constituted the uniqueness of this course. Empirical analysis. Consideration of the problem of using the CLIL-approach allowed us to identify the effectiveness of the selected methods: communicative, case study, inverted classroom, development of critical thinking, etc. in the field of ESP teaching. Conclusion. The use of the CLILapproach in the ESP training of practicing lawyers is effective and justified in terms of language proficiency development. Such courses allow one to see trends in the labor market and make appropriate adjustments to the educational tracks of universities.
Este estudio de caso tiene como objetivo principal averiguar el modo en que se realizan las prácticas desde el enfoque CLIL y el uso del translanguaging en lo referente al aprendizaje de una lengua ...extranjera (inglés) en un centro plurilingüe de Educación Primaria seleccionado para tal efecto. Para cumplir estos objetivos se ha optado por un método cualitativo y se ha diseñado un cuestionario y una entrevista como instrumentos de investigación. Los datos se analizaron mediante una codificación de la información en categorías y, tras la discusión, se concluye que los resultados demuestran que tanto la práctica del enfoque CLIL como el uso del translanguaging en el colegio objeto de estudio corresponden con lo que los diferentes autores mencionados en la literatura proponen a pesar de que siempre se pueden presentar ciertos puntos de mejora.
This article explores the effect of CLIL (Content and Language Integrated Learning) and non-CLIL approaches (English as a Foreign Language) on written production in L2 of two groups of upper ...secondary students (grade four, age sixteen). To address this concern, we focus on a comparative study based on a content- and language-integrated learning (CLIL) group and an English as a foreign language (EFL) or non-CLIL group and their competence in written English. This study aims toward an error analysis based on Canale and Swain’s theoretical approach, defined as an underlying system of knowledge in which three fields can be differentiated: discourse competence, linguistic competence, and strategic competence. The written productions of both groups were measured along these three dimensions. The findings show that the CLIL group outperforms the non-CLIL group and that the latter tend to resort to the L1 to solve its lack of competence with the L2.
The aim of this paper is to investigate teachers’ perspectives on the use of the mother tongue (L1) in a Content and Language Integrated Learning (CLIL ) teaching context by teachers of ...non-linguistic subjects from upper secondary schools in Tuscany, involved in a training course conducted by the Department of Education, Languages, Interculture, Literature and Psychology, at the University of Florence. A seven-point questionnaire with a Likert scale was prepared in order to collect data concerning the following research questions: i) how often should L1 be used in the CLIL learning context; ii) how important is it to use L1 for the management of individual teaching activities. The intention is to contribute to the academic debate that has recently developed within this field of research, since the preparation of teachers through in-service training is a key to the effectiveness and sustainability of a CLIL approach. Uso della L1 da parte di docenti di discipline non linguistiche in formazione metodologica CLIL: dati di una ricerca sul campo Lo scopo del presente contributo è quello di indagare la percezione riguardo l’utilità d’uso della lingua madre (L1) nel contesto di Content and Language Integrated Learning (CLIL) da parte di docenti di discipline non linguistiche di scuola secondaria di secondo grado della Toscana, impegnati in un corso di formazione metodologica tenuto presso l’università degli Studi di Firenze, dal Dipartimento Formazione, Lingue, Intercultura, Letterature e Psicologia. Per raccogliere questi dati è stato predisposto un questionario con scala Likert a sette gradi per rispondere alle due domande di ricerca iniziali: i) con quale frequenza si può usare la L1 nel contesto di apprendimento CLIL; ii) quanto è importante usare la L1 per la gestione di singole attività didattiche. Si intende in tal modo contribuire al dibattito accademico che ha mostrato recentemente interesse per questo settore di ricerca, convinti che la preparazione degli insegnanti tramite in-service training sia una chiave per l’efficacia e sostenibilità dell’approccio CLIL.
The article considers industrial applications of digital twins and their contribution to decision-making and prevention of failures in manufacturing. Virtual laboratories are described as an example ...of using digital twins not only in industry but also for educational purposes. The article is also focused on the value of physical and virtual investigations through the prism of content and language integrated learning approach (CLIL) and it offers recommendations for combining the two to strengthen science inquiry learning and job-relevant learning. Students conduct online investigations resulting in interdisciplinary team interaction and knowledge integration. Adopting the CLIL approach changes engineering students’ attitudes to learning a foreign language, drums up their academic interest, and strengthens their motivation. In addition, the article describes how neural networks are applied for the simulation of physical processes in a virtual laboratory. The advantages of using virtual laboratories for professional-oriented training include linking observable and unobservable phenomena, pointing out essential information, and providing online, adaptive guidance. To evaluate the efficiency of the virtual laboratory environment, we conducted an experiment to assess the effectiveness of an integrated learning course with the elements of a virtual laboratory. The sample was 48 students (23 of them were enrolled on the course based on integrated learning with elements of virtual environment; 25 students studied professional discipline and professional English separately). To collect the data two online testing on English were conducted. The professional discipline was evaluated once at the end of the semester. In addition, we conducted an online survey on motivation for students of both groups to reveal the influence of educational process organization on this indicator. The results of the experiment allowed us to ascertain that the CLIL approach in the virtual laboratory environment resulted in better outcomes and helped the students adopt a more positive attitude to learning English.
This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language ...teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.
The present paper presents a comparative study of the lexical profiles of young content and language integrated learning (CLIL) and traditional English as a Foreign Language (EFL) learners' written ...production. The different nature and amount of foreign language input received in these classes may have consequences in learners' lexical profiles in writing. We scrutinized the writings of 72 CLIL learners and 68 traditional EFL learners for frequency bands of words used, word origin, L1 influence in lexical production, and phonetic spelling, and learners' vocabulary sizes with the Vocabulary Levels Test (VLT). Learners attended 4th of Primary, were 9-10, had Spanish as their L1. CLIL learners had received 700 hours of English and traditional learners 419. Despite the difference in amount and nature of the input received, very similar results were obtained. The young age of the learners may impose certain cognitive constraints on expression and metalinguistic awareness that might override hours of instruction and the beneficial communicative nature of the CLIL approach.
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