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Concept cartoon "balloons" (taken from Naylor and Keogh, 2014) Concept cartoons, talking and thinking

Concept cartoon "balloons" (taken from Naylor and Keogh, 2014) Concept cartoons, talking and thinking

Source publication
Conference Paper
Full-text available
In the digital era we live in, CLIL in-service teacher training programs must empower teachers by providing them with the abilities and tools needed to integrate technologies effectively into their lessons so that communication, collaboration and creativity are fostered. CLIL teachers need to know the pedagogical uses of technologies and, especiall...

Contexts in source publication

Context 1
... way you can find out children's ideas is to ask a question and then ask them to write and draw in response. Figure 1 shows what happened when an 8-year-old child was asked to think about why things rot and why bread goes mouldy. His response is that it takes a year for bread to go mouldy and that mould comes from the ground and looks like a small insect. ...
Context 2
... can see these features in the example below (Figure 1). As well as representing dialogic talk in the picture of people talking with each other, concept cartoons are extremely effective at generating dialogic talk. ...
Context 3
... part of the study is very important, even though it is not the main focus, since social research -and therefore research in the area of education -has to take account of the context in order to interpret the results properly (see Bruton, 2011, andLorenzo, 2008). Finally, we also designed an instrument to assess content knowledge, in order to evaluate how far these students had developed scientific competence, in the specific area of natural sciences (see Figure 1). The questionnaires and tests were piloted and validated before being applied in the sample. ...
Context 4
... consists of two pages, one will be a non-adapted article from a newspaper or webpage. It will contain information about any human action affecting an ecosystem; forest fire, oil spill, overfishing… The second page will include a table with three columns (see also Figure 1 later in this chapter): ...
Context 5
... will be able to ask council member himself. EVALUATION: will be based on the exam, group work and participation, analysis of news article, unit cover, and project (see Figure 1 on the next page). Students become teachers. ...
Context 6
... different experiments were conducted as part of the heat transfer unit. (Figures 1, 2, and 3) ...
Context 7
... students presenting will play the role of teachers and they will notice whether their classmates paid attention during the presentation. The final goal is for all the students in the group to become experts on just one continent, but to work on all of them (Figures 1 and 2). It is appropriate in this context to leave the linguistic mistakes students make in their questions to one side, since they will be corrected by their peers after the presentation when mutual feedback is given. ...
Context 8
... shown in the chart (Figure 1), the majority of the lecturers' (57.10%) coincide in reporting their use of specific exercises from time to time at the beginning of the class to focus on SSTs. Fewer lecturers (42.90%) then coincide in their frequent use of examples, definitions and reformulations as well as glossaries and translations. ...
Context 9
... to the more precise case of two of the Chemistry and Theory of Education lecturers, and focusing on SSTs only, we see that students' perceptions are not well aligned with their Figure 1. Definitions and examples of subject-specific terminology and general non-specific language lecturers' answers; however, they seem to be more aligned with the Education-course lecturer than with the Chemistry lecturer (Figure 2 & 3). ...
Context 10
... form, and that according to the content focus, the text type chosen and the writing conventions adopted, they may decide which information should be tacit or explicit, and thus shape different perceptions of the same scientific phenomenon or technological object. The overall purpose of this initiative is to pave the way for a 'mind adjustment' (Fig. 1) at two levels: social and technical. On a social plane, students are supposed to detect the usefulness and therefore the investment potential of an invention, develop a sense of an audience through register shift and the attunement of their communications to the background and interests of their readers, and along the way enjoy the ...
Context 11
... can now be used to assist those who have to lecture in English. An example from http://www.uefap.com/speaking/spkfram.htm is shown in Figure 1. ...
Context 12
... relation to knowledge on the CLIL approach, before any training was done (see figure 1), 41.7% of surveyed teachers stated that they did not combine subject content with language skills in their lessons, while a significant 41.7% did so to some extent. Only 8.3% of the teachers said they did included a combination of both in their lessons. ...

Citations

Article
Full-text available
As teachers, we are aware of the fact that hundreds of unexpected things can occur in our day-to-day lives with our students and that being flexible and able to adapt to new situations is one of the most important features of our jobs. But having to deal with a confinement due to the severe COVID-19 pandemic in the whole world was far from expectable. This new and unpredictable situation has obliged us to reconsider our roles as teachers during a long lockdown period and to devise new plans to offer our students effective and motivating distance learning. Needless to say digital technologies take a vital role in this new teaching learning situation, but what happens when the learners are very young and their digital autonomy is not yet developed enough? Moreover, taking into account that the development of oral communication competences is crucial at these young ages when learning a foreign language, how can the teacher foster a distance learning that requires the learners’ oral productions? This article presents two oral activities that were carried out with very young learners during the confinement period and it deals with the strategies and the digital tools used, as well as the procedure followed by the teacher to provide the pupils with the right input and models in order to help them produce good quality outputs in a foreign language. The linguistic demands involved differ substantially from one another, but both activities required a joint effort to create a collective video in which each student’s oral productions were shared with the rest of the group.