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Enhancing the quality of clil: making the best of the collaboration between language teachers and content teachers

Pavón Vázquez, Víctor
Fonte: Servicio de Publicaciones de la Universidad de Alcalá Publicador: Servicio de Publicaciones de la Universidad de Alcalá
Tipo: Artigo de Revista Científica Formato: application/pdf
ENG
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Success in CLIL depends on making students able to understand and express academic material. In theory, a high linguistic competence will enable students to smoothly deal with the content, although there might be occasions in which the students are not equipped with a solid command of the basic linguistic skills. The idea posited in this article is that, in parallel with other procedures and measures brought up to promote a correct employment of the language, the construction of a structure of collaboration between the language and the content teachers could contribute to attain positive results in CLIL, and may help mitigate the consequences of a possible linguistic deficit. In particular, the collaboration between the language and content teachers, the collaboration between the content teachers themselves, and the collaboration between all the languages present in the curriculum (mother tongue, language of instruction/foreign language, and any other languages) may result in a better ability to work with academic material on the part of the students, and may provide them with the necessary linguistic support to understand and express this content. We will discuss the theoretical foundations behind this proposal, and we will put forward a series of recommendations aiming at establishing and carrying out this structure of collaboration and coordination.; El éxito de AICLE depende en gran medida de si el alumnado es capaz de comprender y expresar el material académico. Así...

TRICLIL 2012 proceedings: Better CLIL: more opportunities in primary, secondary and higher education.

Taula Rodona Internacional TRI-CLIL
Fonte: Bellaterra : Equip col·laboratiu CLIL-SI, Universitat Autònoma de Barcelona, Publicador: Bellaterra : Equip col·laboratiu CLIL-SI, Universitat Autònoma de Barcelona,
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf; application/pdf; application/pdf
Publicado em //2012 CAT
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Recull de ponències del II International Round Table on CLIL Programmes i del VI Colloquium on CLIL in Catalonia, organitzades a la Universitat Autònoma de Barcelona per l'equip col·laboratiu CLIL-SI integrat al Grup de Recerca en Ensenyament i Interacció Plurilingües.

Analysis of the CLIL model in Galicia

San Isidro Agrelo, Fco. Xabier
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; El Aprendizaje Integrado de Contenidos y Lenguas, CLIL, está cambiando de manera incontestable los parámetros educativos en una gran parte de los estados miembros de la Unión Europea. Al igual que muchos de los sistemas educativos europeos, la administración educativa gallega está dando cada vez más importancia al aprendizaje de lenguas extranjeras o adicionales en base a la necesidad de desarrollar una ciudadanía con competencias plurilingües e interculturales dentro del proceso de globalización que está teniendo lugar en el mundo actual. Galicia, comunidad bilingüe situada en un enclave intercultural por su proximidad a Portugal, comparte con Cataluña y el País Vasco no sólo el bilingüismo, sino también la experiencia en programas de inmersión en lo referente a las lenguas maternas. Esta experiencia ha sentado las bases para el desarrollo de una política educativa de semi-inmersión relacionada con las lenguas extranjeras, que está teniendo como resultado la revitalización del aprendizaje de las mismas. Teniendo en cuenta este contexto, esta comunicación tiene como objetivos: 1) el análisis de las medidas llevadas a cabo por la administración educativa gallega relacionadas con la implementación de CLIL: programas de inmersión en el extranjero...

Using a socio-cultural CLIL pedagogical model to develop subject matter CLIL Courses

Moate, Josephine
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf; application/pdf
Publicado em //2009 SPA
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; Sociocultural theory suggests that knowledge is a cultural construct initially co-constructed on the social plane, before being internalised by learners. From this perspective the teacher in the subject classroom represents a cultural body of knowledge and is responsible both for the mediation of this knowledge to learners, as well as the apprenticeship of learners into a particular knowledge community. The primary tool in this approach is language. This approach therefore offers a potentially powerful foundation for the construction of subject matter in the CLIL classroom, differing quite significantly from the socio-cognitive approach represented in the 4Cs principles of practice (Mehisto, Frigols & Marsh; 2008). On the basis of the sociocultural approach, a CLIL-specific pedagogical model has been specifically developed to support subject matter CLIL courses in secondary education. This particular CLIL model is being used to develop a number of CLIL courses in a lower secondary school in Central Finland. The CLIL courses are being developed in history, science, home economics and health education. The initial aim of the socio-cultural CLIL model is to provide a discussion tool to help teachers share the specific pedagogical content knowledge connected with their subject matter. The model is then intended to serve as a guide in the negotiated integration of language and content learning. The model highlights the characteristics of subject pedagogy...

The role of tasks in CLIL program development

Gilabert, Roger
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; The goal of this paper is to discuss the role of tasks and task-based research may play in content and language integrated learning (CLIL) program development. In the last three decades, a large body of research has been conducted in all areas of task-based program development. A number of task-based approaches have looked at how task-based interaction and performance may contribute to L2 development and acquisition. Both from and interactive (i.e. looking at how learners or learners and teachers may interact) and cognitive (i.e. looking at how information is processed in the learners’ mind) perspective, task-based research has triggered promising results for the balanced development of L2 production and acquisition. I suggest that such evidence can be useful for and complementary to current research into and implementation of CLIL. It is argued that content in many subjects (i.e. chemistry, geography) is often organized into tasks, and that program design in CLIL can benefit from what is known about task-based performance and its impact on learners’ interlanguage development. The paper will first deal with how needs analysis may be used to identify the relationship between tasks...

Using effective clasroom questions in CLIL lessons

Menegale, Marcella
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; My paper is drawn from a study on oral foreign language produced by students in content and language integrated learning (CLIL) classes in Italy. The aim of the study was to investigate teacher-students’ interaction during traditional teacher-fronted lessons in order to explore the possibility of a methodological change towards the implementation of student-centred lessons which promote noteworthy oral interaction by students themselves. Convinced of the importance of using referential questions instead of display questions to push students to use FL as a vehicle of content transmission, I thus observed CLIL-based lessons and analysed data about the types of questions asked by the teachers and the quantity of interaction they produced. In general, students’ oral production has proved to be exceedingly low, regardless of their level of competence in the foreign language or of the content processed. One of the main reasons for the lack of opportunities to practise and improve their speaking skills was that lessons observed were usually teacher-led rather than student-centred: teachers spoke for the most of the lesson time (even over 90%) and students did not appear to find a reason to intervene. In fact...

Becoming Reporters In A Clil Classroom: Development Of Shared Understanding Of Task Requirements In Group Work

Tapias Nadales, N.
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
Relevância na Pesquisa
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; This research project departs form a sociocultural perspective on learning in general, and language learning in particular. It is focused on the development of shared understanding of task requirements by students working in pairs and the joint knowledge constructed through interaction within that process. In order to understand such a process a revision of several theoretical perspectives has been done. We consider language, consciousness and knowledge as social constructs, from which it follows the consideration of learning as a social phenomenon which occurs through interaction and scaffolding. This Sociocultural perspective, when applied to language learning, suggests the need for situated tasks that promote real interaction in engaging learning contexts. Also related with the Sociocultural Paradigm, we find the Activity Theory, that – in the context of language learning – analyses the learning processes as sets of goal-oriented activities, and the contextual elements that influence such processes. Activity Theory also suggests the need for relevant and meaningful learning contexts. At this point, we shall suggest Content and Language Integrated Learning (CLIL) as a methodology that meets all this requirements and promotes group and pair work...

Let´s become a reporter!, una experiència CLIL a l’IES Salvador Espriu

Prunés, Núria; Margalef, Miriam
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; L’IES Salvador Espriu va ser creat l’any 1996 per satisfer la demanda popular d’un nou centre públic de secundària al barri del Clot. Des d’un primer moment, aquest centre ha tingut la voluntat d’oferir una educació integral i de qualitat al seu alumnat, orientada a aconseguir bons resultats acadèmics i basada en la igualtat d’oportunitats i l’estímul del talent. Per aquest motiu, el centre ha facilitat la implementació de projectes de caràcter innovador que potenciïn la formació de l’alumnat com a futurs ciutadans responsables. El curs 2006-2007 el Departament d’Educació va aprovar el Pla Estratègic presentat pel centre. Aquest Pla Estratègic proposa unes línies d’actuació que incideixen en l’assoliment del objectius generals del centre. Dues d’aquestes línies d’actuació són: (1) Millora de la competència comunicativa en llengua anglesa (PELE-Projecte CLIL). (2) Increment de l’ús de les TIC en el procés d’ensenyament-aprenentatge. “Let’s become a reporter!” és una matèria optativa que forma part del projecte CLIL del nostre centre. En l’actualitat s’imparteix a 3r d’ESO i el curs vinent s’ofertarà una nova optativa a 4t d’ESO...

CLIL courses as meeting points for teacher students and professional teachers from different disciplines – CLIL courses as effective platforms for creating cross-curricular projects

Sandberg, Ylva
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf; application/pdf
Publicado em //2009 MUL
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; Background/Introduction: I am an upper secondary teacher of English and German. Over the last ten years I have been working as a language teacher at Kungsholmens Gymnasium, Stockholm. Since August 2008 I am working as a teacher trainer/junior lecturer at The Department of Education in Languages and Language Development. One of the courses I’m in charge of is called Content and Language Integrated Learning (CLIL). The CLIL course at our department is a 15-credit (ECTS)-course for university students enrolled in different teacher programmes. The students learn to plan, carry out and evaluate classroom activities and projects in their subject, taking into account the specific needs of pupils who are studying content in a second language. Thesis : Having taught my first CLIL course at the university this term, I realize that CLIL courses for teacher students and already professional teachers of different subjects serve the purpose of being effective meeting points in the form of ”miniature schools” at hand. The many different competences are there to meet, to let shine in all their subject-specific beauty and to blend in in the form of tasks and assignments with a dual focus. Indeed...

A Case of Expert-Novice Conversational Reflection During an Initial Education Practicum on the CLIL Approach

Escobar Urmeneta, Cristina; Evnitskaya, Natalia; Horrillo Godino, Zoraida
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; In nearly all pre-service teacher education programmes, the most common model of professionalization consists in providing student-teachers with opportunities to apply knowledge gained in a theoretical phase in a systematic, structured and supervised way (Molina Ruiz 2008) during the practicum period, in accordance with the principles of Technical Rationality (Schön 1983). Schön identifies gaps between the situations in which acquired theories can be applied and actual practical situations, in which complexity, uncertainty, instability, uniqueness, and value-conflict are at play. He proposes an alternative model based on reflection in and on action. The first notion consists in thinking about what professionals are doing at a given situation “and, in the process, evolving their way of doing it” (Schön 1983: 56). Conversely, reflection on action, which takes place after the situation, is the process through which the practitioner makes explicit the theories of action used to solve the problem and evaluates them. Therefore, cycles of reflection in and on practice enable student-teachers to turn practicum experiences into opportunities to study their practice and thus enhance their professional knowledge and skills. From an empirical point of view...

Integrating the learning of language and the learning of content: the UAM-CLIL Project

Llinares, Ana; Whittaker, Rachel
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; This paper presents an overview of the UAM-CLIL Project which began in the academic year 2005-06 collecting data in two CLIL classes in two schools participating in the British Council/Spanish Ministry of Education bilingual programme, and has followed the same groups from 1º to 4º of ESO (Obligatory Secondary Education) in the subject of Social Science, taught in English. In the project, we have collected spoken and written data from whole class sessions, and recorded six students from each class individually, once a year on a topic from the syllabus, making a corpus of approximately 40,000 spoken and 25,000 written words. Our aim is to describe the features of the language of these students in relation to the language needs of the discipline they are studying. We have collected parallel data from L1 Spanish classes, as well as some similar data from L1 English students, for comparison. We are also interested in the teachers’ performance, in relation to the students’ production. Here, we describe the spoken and written corpus and some results of our analyses of the language produced in classroom interaction and in the students’ written texts on the same topic. The linguistic framework we use is the systemic-functional model (Halliday 2004)...

'To CLIL or not to CLIL...' : tot construint un projecte per a l'Europa Multilingüe

Pérez Vidal, Carmen
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; ‘Europa será multilingüe o no será’ es uno de los lemas con los que se clausuró en el 2001 el año Europeo de las lenguas. La diversidad lingüística y cultural de la nueva Europa se identificaba como un distintivo único, una riqueza social clave para conseguir avanzar hacia una Europa de las lenguas y del conocimiento. En el plano individual, el acceso democrático a la competencia en varias lenguas debía permitirnos disfrutar de la movilidad sellada con los acuerdos de Schengen. Movilidad que se planteaba no sólo entre estudiantes y profesionales de los países europeos, sino también de las comunidades desplazadas hacia estos países con sus lenguas y culturas. Esto sucedía unos años más tarde de la publicación en el año 1995 del Libro Blanco de la Educación y la Formación, en el que se conciben las lenguas como un vehículo para la integración europea. Asimismo, un año antes había tenido lugar la cumbre de Lisboa en la que se habían aprobado los objetivos 2010 para la educación, planteando la fórmula 1+2 para el conocimiento de lenguas y una estrategia para el multilingüismo. En las comunidades con dos lenguas...

How plurilingualism contributes to the development of language and subject knowledge in a higher education CLIL classroom

Moore, Emilee
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
Relevância na Pesquisa
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; Una de les característiques de la societat actual és la gran quantitat d’informació que hi ha a l’abast de tothom. La transmissió de la informació no és actualment un repte de l’escola, pero sí que ho és trobar-la, comprendre-la i llegir-la críticament per poder prendre decisions de manera fonamentada. Quan com a lectors ens enfrontem a la lectura d’un text podem adoptar diferents posicions, però sens dubte la més difícil és la posició crítica, ja que cal realitzar un procés de negociació entre el text i els propis coneixements per poder construir una interpretació. En aquesta ponència s’analitzaran exemples d’activitats, realitzades en el marc de classes de ciències, orientades a aprendre a llegir críticament i a gaudir de la lectura tot apropiant-se dels coneixements propis de l’àrea.

Dix ans de pratique CLIL en Belgique multilingue. Un résumé des résultats d’apprentissage

Van de Craen, Piet; Mondt, Katrien; Ceuleers, Evy; Allain, Laure
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 FRA
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; Since 1998, CLIL is an official learning and teaching approach for primary schools in French-speaking Belgium. In 2001 a number of Dutch-speaking schools in Brussels followed this example. This paper traces the practice of CLIL in these two areas and discusses a number of research issues. In the first part the political issues regarding the implementation of CLIL are addressed. It is shown how feelings toward this approach differ throughout the country and why this is the case. In the second part, the practice of CLIL is examined. A number of schools teach as much as 70% of the curriculum in the target language, while others limit themselves to 20%. The didactic consequences of the different approaches are examined. Among the problems addressed are the questions (1) whether it is desirable or not that in the development of pupils’ linguistic skills, at a certain point in their development, the target language turns out to be the best language? and (2) whether or not it is desirable that reading starts in the target language rather than in the first one? In the third part the six tenets used by our research group are discussed. These are: (1) knowledge of the target language...

Wireless CLIL : un ejemplo de aprendizaje entre iguales utilizando videoconferencia

D'Angelo, L.
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 SPA
Relevância na Pesquisa
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; The CLIL methodology has been already explored in many European projects (Comenius 2 and Lingua) but they used traditional classroom lessons to develop CLIL modules while the intent of the project W CLIL was to open up the classroom by using a videoconferencing system. A more specific aim was to connect learners from a remote location allowing them to attend a class in a foreign language where the teacher is teaching a content (or a language) which is part of their curriculum and to interact with the remote students and teachers. It was implicit in this that the final aim was to promote language learning for students and teachers as well and that the process would favor the intercultural dialogue and the European Dimension. Furthermore future teachers of different subjects were involved in the project and this represented for them a very important training opportunity. The Minerva project W CLIL aimed therefore at the delivery of CLIL videoconferences and it had two focuses: (1) The use of ICT for didactical purposes (2)The promotion of the CLIL approach. A special focus was put on methodological and organizational considerations for the preparation and implementation of W CLIL videoconferences. Types of videconferences Within the project lifecycle we ran three different types of videoconferences: (1) Videoconferences aiming at making people meeting/knowing each other...

Teacher education on the CLIL Approach: A case for inclusion of informed appreciations of complementary curricular area

Horrillo Godino, Zoraida
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
Relevância na Pesquisa
46.59%
III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; Una de les característiques de la societat actual és la gran quantitat d’informació que hi ha a l’abast de tothom. La transmissió de la informació no és actualment un repte de l’escola, pero sí que ho és trobar-la, comprendre-la i llegir-la críticament per poder prendre decisions de manera fonamentada. Quan com a lectors ens enfrontem a la lectura d’un text podem adoptar diferents posicions, però sens dubte la més difícil és la posició crítica, ja que cal realitzar un procés de negociació entre el text i els propis coneixements per poder construir una interpretació. En aquesta ponència s’analitzaran exemples d’activitats, realitzades en el marc de classes de ciències, orientades a aprendre a llegir críticament i a gaudir de la lectura tot apropiant-se dels coneixements propis de l’àrea.

The keeping of journals in CLIL contexts : how to make reflection possible by teachers and pupils

Benvenuto, Guido; Lastrucci, E.; Infante, D.
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 SPA
Relevância na Pesquisa
46.72%
III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; This paper aims to provide an insight into ongoing experimental research on CLIL carried out as part of a PhD programme at the Sapienza University of Rome and the University of Basilicata. This research project, which has involved seven experimental primary school classes and seven control classes in the Lombardy region for two consecutive years, concerns the potential improvement of the quantitative and qualitative level of language learning and the positive effects on learning a subject in a CLIL environment. A sample of about 300 pupils who learn part of the curriculum of History, Art, Technology or Science through the English language is involved. Besides presenting empirical data from the first year of experimentation, this paper examines the results of the qualitative analysis of the journals kept by the teachers and pupils throughout the process. In order to have a better understanding of how each single CLIL project has developed, teachers and pupils have been required to keep a journal. This tool has also provided subsidiary information which has been extremely useful in explaining the results and revealing the teachers’ and students’ attitudes towards the CLIL approach. Both of the journals have been structured with a series of entries on which to reflect. It was also possible to add anything considered useful freely and in a narrative format. In order to accomplish the analysis...

CLIL Methodology, strategyfor developingbasic competencies for participating in European projects

Lorenzo Galés, Neus
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2009 ENG
Relevância na Pesquisa
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III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; Taller dirigit a docents i professors de centres educatius de primària i secundària, interessats en participar amb activitats CLIL en Projectes europeus (Comènius, Grundtvig, eTwinning). Objectius 1) Oferir exemples i models de programació de projectes educatius europeus des de plantejaments coordinats i aprenentatges integrats de continguts i llengua estrangera (AICLE), en comunitats i xarxes subvencionades pel Programa d'Aprenentatge Permanent de la Unió Europea (PAP 2007-2013). 2) Descobrir i consensuar, des de la reflexió i la observació de projectes escolars, els principis competencials de la metodologia AICLE presents en els projectes plurilingües europeus.3) Participar en les activitats del taller proposat, per a l'exemplarització de la construcció col•lectiva del coneixement des de la coordinació per a l'aprenentatge de llengua i contingut curricular no lingüístic (AICLE).

Language Learning through Tasks in a CLIL Science Classroom

Escobar Urmeneta, Cristina; Sánchez Sola, Antonio
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2009 ENG
Relevância na Pesquisa
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This paper presents the results of a pre-experimental study into language learning in inclusive Content and Language Integrated Learning (CLIL) classrooms at secondary school, in which Science content was taught in English. The pedagogical experience lasted four weeks. The main pedagogical approach followed was the use of learning tasks carried out by students working in dyads. Through the use different indicators extensively employed in the field, the study attempts to measure the gains that students show in fluency and lexical repertoire in a pretest / treatment / post-test research design. The post-test demonstrated significant progress in the assessed indicators. The study also showed that improvements transcend purely formal linguistic aspects and that it is necessary to find other measurement tools which may help us to capture the extent of those improvements. The limited scope of the sample does not allow us to make strong claims about the suitability of pedagogical decisions adopted; however the outcomes encourage us to continue to explore how cooperation among students influences learning in CLIL classrooms; Este trabajo presenta los resultados de un estudio pre-experimental sobre aprendizajes lingüísticos en aulas inclusivas de Aprendizaje Integrado de Contenidos y Lengua (AICLE) de secundaria...

How we measure angles

Gallart Rosas, Marta
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
Publicado em //2007 ENG
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Seqüència didàctica creada per Marta Gallart Rosas amb el suport del grup CLIL-SI per a la planificació i l’experimentació sota una llicència de Creative Commons; Objectius principals: aprendre a fer operacions amb el Sistema Sexagesimal i el Sistema Internacional d’Unitats per mesurar angles (radiants), i millorar les habilitats orals dels alumnes en parlar de matemàtiques. Continguts principals: aprendre a fer operacions amb la calculadora científica (sumar i restar en el sistema sexagesimal, convertir angles en radiants i viceversa, etc), aprendre a construir un discurs oral estructurat i comprensible per a l’audiencia.