TABLE 7 - uploaded by Francisco Lorenzo
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Context 1
... learning routinely requires learners to use a limited number of thinking processes, including: defining, classifying, illustrating/exemplifying, contrasting, comparing, giving reasons, predicting, summarising, hypothesising, time sequence/process, listing, adding, apposition, drawing conclusions/deducing. Both learners and teachers in CLIL programmes need to know explicitly which thinking processes subjects regularly require learners to engage in and how to express them in L2. Table 7 illustrates for two of these processes -defining and classifying-the kinds of questions which teachers often use to stimulate the thinking process and the kinds of statements which learners and teachers make when engaging in it. ...
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... Conversely, in recent years, this view of the purported benefits of CLIL seems to have changed, as some research has turned to show a more negative and somewhat dismissive view of CLIL (Bruton, 2013;Paran, 2013), in terms of it being too heterogeneous along with showing multifaceted problems in its implementation. Regarding its heterogeneity, CLIL has adapted to the Innovations and Challenges in Content and Language Integrated Learning (CLIL) kaleidoscopic context of the European language diversity and, despite the fact that it is inextricably connected to its predecessors (e.g., contentbased instruction in the United States) and bears a relation to minority language immersion programs, it has an entity on its own and, as shown herein, is easily identifiable as a set of educational practices (Coyle, 2007;Lorenzo et al., 2007;Navés, 2009;Pérez-Vidal, 2013;San Isidro, 2017). As to the problems in implementation, in the initial stages of CLIL, students enrolled in the different programs through either a selection process-which considered their results in the foreign language-or on a voluntary basis-out of their own motivation to learn (through) a foreign language. ...
Content and Language Integrated Learning (CLIL) implementation has become the cornerstone of educational change all around Europe, building on a reconceptualisation of language learning as well as an innovative remodelling of pedagogical perspectives. In a foreign-language-mediated CLIL scenario, different aspects of teaching and learning are affected: curriculum development, task designing, available resources, language and content relationship or translanguaging. This has led teachers enrolled in multilingual educational programmes to reconsider, rediscover, and reinvent their practice. However, although methodological commonalities exist, the full significance of CLIL implementation goes beyond methodology, since it develops out of the synergy brought about by integrating language learning methods and methodologies related to the learning of other subject matter. CLIL is a reconceptualisation, a philosophy of language learning, an approach. This article addresses the analysis of existing research on CLIL implementation, along with its pedagogical implications and its impact on remodelling teaching practice.
... This is evidenced by the considerable investment of public funds into CLIL practices and by the number of monographs published in Spain dedicated to the topic in the past few years (APAC 2005; Ortega Cebreros & Pérez-Cañado 2008; Escobar Urmeneta et al. 2011; Escobar Urmeneta & Nussbaum 2011; Evnitskaya 2011; Lorenzo, Trujillo & Vez 2011). According to Lorenzo et al. (2007: 11), while 'the adoption of CLIL in the European arena has been rapid and widespread ( . . . ) the question is of even more importance in the Spanish scenario, where the approach is especially common'. 2 For a more detailed overview of how different regions of Spain have adopted CLIL into mainstream educational policies, see Hoyos Pérez (2011). Given the predominance of public support for CLIL programmes in Spain, it is not surprising that this is currently one of the leading fields under study at all educational levels: primary, secondary and higher education. ...
This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have been selected for their relevance to current education policies and practices in Spain. This review aims to provide access for international readers to research published in Spain in the local languages or in English, within these innovative fields.
El presente artículo ofrece una mirada crítica a las investigaciones en torno a la enseñanza y aprendizaje de lenguas extranjeras en España en los últimos diez años. Este estado de la cuestión presta especial atención al inglés y aborda tres ejes que tienen gran relevancia en las actuales políticas educativas y las prácticas docentes en España: la introducción temprana de una lengua extranjera, el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y el aprendizaje de lenguas asistido por ordenador (ALAO). Este artículo pretende divulgar internacionalmente los estudios publicados en el ámbito nacional, en inglés y en las lenguas vernáculas, en estas áreas de innovación.
... Este modelo integra contenido y lengua, con el objetivo de formar alumnos multiculturales y plurilingües. En el artículo 'Introduction: Models and Practice in CLIL', Lorenzo, Casal, de Alba y Moore ( Lorenzo et al., 2007) explican lo rápido que se ha extendido este método por toda Europa tras los proyectos pilotos llevados a cabo en distintos países como Dinamarca, Grecia, Chipre, Portugal o Islandia, entre otros. ...
RESUMEN
Debido a la rápida extensión de la necesidad de conocer distintas lenguas en este mundo cada vez más globalizado, la cantidad de personas bilingües y multilingües está en pleno crecimiento, y conjuntamente, una ola de apoyo a las lenguas minoritarias a causa de la concienciación y políticas lingüísticas. No obstante, el mantenimiento o revitalización de estas lenguas minoritarias depende de la voluntad de sus hablantes así como de las decisiones y políticas tomadas por los gobiernos. Este trabajo describe algunos datos contextuales en referencia a factores sociolingüísticos recogidos en un estudio transversal y no-experimental, que fue llevado a cabo utilizando un enfoque metodológico mixto (QUAN + qual) y una encuesta on-line como principal instrumento de recolección de datos. Fue principalmente realizada en la Comunidad Foral de Navarra con el objetivo de determinar la influencia de las lenguas minoritarias (del euskera en el caso de Navarra) en la actitud de sus hablantes ante la acquisición de otras lenguas.
Palabras clave: Lenguas minoritarias, Euskera, Actitud de los hablantes, Aprendizaje de segundas lenguas, Bilingüísmo y Multilingüismo.
ABSTRACT
Due to the rapid spread of a need for knowing languages, nowadays the amount of bilingual and multilingual speakers is on the increase, together with the globalization and a wave of support for minority languages due to linguistic policies and awareness-raising. Nevertheless, the maintenance or revitalization of minority languages depend on their speaker’s will as well as the governments’ decisions and policies. This paper describes some contextual data in reference to sociolinguistic factors collected in a transversal and no-experimental study, which was carried out with a mixed-methods approach (QUAN + qual) using a voluntary on-line questionaire as the main instrument for the data collection. It was mainly carried out in the Chartered Community of Navarre aiming to provide evidence of the influence that minority languages have over its speakers’ attitude towards the acquisition of other languages.
Keywords: Minority languages, Basque, Speakers’ attitude, L2 Learning, Bilingualism and Multilingualism.
... Having satisfied these basic concerns, CLIL research is now both diversifying and delving deeper. Coyle (2007) and Smit (2008) provide useful overviews of current concerns; they agree on the need for more microlevel studies of CLIL, in its diverse guises, as a route to greater awareness of the learning processes involved and the construction of solid theoretical foundations to underpin the approach (see also Dalton-Puffer and Smit 2007;Dalton-Puffer, Smit, and Nikula 2010;Lorenzo et al. 2007). ...
This paper explores the emergence of collaborative interaction among early secondary learners in bilingual sections at state schools in Andalusia. These sections are organised in line with a content and language integrated learning (CLIL) approach. By transcribing and then analysing data from oral interviews conducted with randomly selected pairs of CLIL learners and mainstream (MS) peers, the article compares and discusses the quantity and quality of collaboration evidenced in turn-taking patterns. In doing so it also proposes a pragmatic, participant-based approach to the initial classification of turns, prior to more functionally aligned analysis. Four initial turn types are identified in the data but while all four obviously contribute to the overall ongoing talk, only two are deemed inherently collaborative. These are embedded turns, where one speaker contributes to another speaker's main turn, and cooperative turns, where two or more speakers jointly construct the message. Once identified, each of these turn types was examined for patterns of functional use. The research finds that the CLIL learners are participating both more frequently and more effectively in collaborative turns than their MS counterparts. In closing we briefly discuss some of the implications of this finding.
... Although motivation was mentioned as one of the key factors in these results, this variable was not controlled. To my knowledge, CLIL literature in Spain encompasses no studies on motivation, despite the fact that among the purported benefits of CLIL mentioned by authors in different contexts (Dooly and Eastment 2008; Lasagabaster 2008; Lorenzo et al. 2007; Maljers, Marsh, and Wolff 2007), one of the most recurrently Innovation in Language Learning and Teaching 7 quoted positive aspects of this approach is increased motivation. The study carried out by Seikkula-Leino (2007) in Finland seems to confirm the positive effect of CLIL on motivation, although this author also detected a low self-concept in foreign languages among CLIL pupils. ...
Motivation is a complex psychological construct regarded as one of the determinant factors in successful foreign language learning, which is why it regularly comes to the fore when trying to explain individual differences among language learners. In fact, one of the main objectives of many foreign language teachers in classrooms the world over is to increase student motivation, so that pupils may acquire a good command of English, the current main lingua franca. While many studies have been devoted to the role played by different orientations in this process, this paper focuses on the effect of the approach used in the foreign language classroom. Thus, attention is paid to the relationship between motivation and the language proficiency attained through two different approaches: Content and Language Integrated Learning (CLIL) and English as a Foreign Language (EFL), among 191 secondary school students. The results confirm the benefits of CLIL from both a motivational and a language competence perspective.
implementation in Europe" Erasmus+ project This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
In ELT literature, the reader often finds the terms Content and Language Integrated Learning (CLIL) and immersion used interchangeably, even though there are important differences between them. These two labels usually appear as generic terms covering any kind of teaching in which an L2 is used to teach content. In this article, we attempt to unravel this ambiguity from the Spanish context, describing from a psycholinguistic and methodological point of view the aspects they share and, above all, their main differences. Although CLIL can be implemented in different foreign languages, the fact is that English is the language overwhelmingly used as a means of instruction in most European countries (Eurydice. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: European Commission).
