scholarly journals Language in CLIL settings: research overview

2021 ◽  
Vol 14 (1(14)/2020) ◽  
pp. 223-235
Author(s):  
Beata Nawrot-Lis
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Language Skills ◽  
Integrated Learning ◽  
Language System ◽  
Content Acquisition ◽  
General Improvement ◽  
Education Effects ◽  
Language Areas

This article presents an overview of the literature relating to the effects of the Content and Language Integrated Learning (CLIL) approach on the process of language and content acquisition. The overview is divided into five sections and the effects of CLIL on the students’ language system is described according to four language skills (reading, writing, speaking and listening, vocabulary and grammar). It is stated that while CLIL leads to a general improvement in relation to language proficiency, there are also some observations proving that certain language areas (e.g. syntax, pragmatics) are unaffected. Keywords: CLIL, bilingual education, effects, students, language skills

scholarly journals Early Bilingual Education and Content and Language Integrated Learning Assessment in Primary Education: Assessment Beliefs, Knowledge and Practice in Portuguese State and Private Schools

e-TEALS ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 11-39
Author(s):  
Ana Xavier
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Private Schools ◽  
Learning Assessment ◽  
Small Scale ◽  
Integrated Learning ◽  
Knowledge And Practice ◽  
Bilingual Schools ◽  
Assessment Beliefs ◽  
Early Primary

AbstractEducational provisions, such as Early Bilingual Education (EBE) and Content and Language Integrated Learning (CLIL), where curriculum content is learnt, taught and assessed through the means of an additional language, are not yet widespread in general primary and secondary education in Portugal. Knowing how to assess in such provisions, which have a dual focus on the mastering of language proficiency and content knowledge and skills, can be intricate. The first step towards building a rationale for soundly assessing language and content at early primary level in Portuguese schools needs to first understand how teachers working in EBE and CLIL education settings view assessment and what they do with it in the classroom. This article analyses the research findings of a small scale national research study conducted in Portugal in 2013/2014 on EBE and CLIL assessment beliefs, knowledge and practice on the part of teachers working in a national pilot on early bilingual education – the Bilingual Schools Project teachers (BSPT) and teachers working in similar provisions in private schools – the Non-Bilingual Schools Project teachers (NBSPT).

scholarly journals Role of the Literature in ELT Course of Mid-Western University

2018 ◽  
Vol 5 ◽  
pp. 56-64
Author(s):  
Resham Bahadur Bist
Keyword(s):  
Learning Style ◽  
Language Proficiency ◽  
Language Skills ◽  
Literary Texts ◽  
Learner Motivation ◽  
English Curriculum ◽  
Efl Context ◽  
Linguistic Input ◽  
Language Areas

 This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and effective stimuli for students to express themselves, and a potential source of learner motivation. These texts also provide an opportunity for multi-sensorial classroom experiences and can appeal to learners with different learning style. The students can promote their creativity and language proficiency in ESL/EFL context of ELT classroom. Therefore, it is essential to design the literary texts in ELT course to promote both the language skills (i.e. listening, speaking, reading, and writing) and language areas (i.e. vocabulary, grammar, and pronunciations).Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 56-64

scholarly journals Teaching psychology at university using the content and language integrated learning (CLIL) approach

2021 ◽  
pp. 77-91
Author(s):  
José I. Navarro-Guzman ◽  
Elena Romero-Alfaro ◽  
Inmaculada Menacho-Jiménez ◽  
Estíbaliz Aragón-Mendizábal
Keyword(s):  
Language Proficiency ◽  
Integrated Learning ◽  
Learning Capacity ◽  
Content Acquisition ◽  
Teaching Psychology ◽  
Psychology Course ◽  
High Level ◽  
The University ◽  
Motivation To Participate ◽  
Bilingual Learning

A lesson in a psychology course given to university students is presented, using the Content and Language Integrated Learning (CLIL) approach. A total of 78 psychology freshmen college students participated in this experiment. All participants received four lessons in a regular university class. The lessons were about general concepts on psychological disorders. The lessons were taught in English. Different quantitative and qualitative aspects of content acquisition were assessed. In addition, attitudes about and motivation to participate in this bilingual learning practice at the university were evaluated. Results showed a high level of approval and motivation for this methodology, along with a significant assimilation of the content taught. In conclusion, intensifying interaction and diversifying of linguistic skills, as well as adjusting the lecturing time to match the students’ learning capacity and the professor’s second language proficiency, could potentially improve this CLIL experience.

The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings

2000 ◽  
Vol 145 (4) ◽  
pp. 315-341 ◽  
Author(s):  
June B. Reeves ◽  
William Newell ◽  
Barbara Ray Holcomb ◽  
Michael Stinson
Keyword(s):  
Sign Language ◽  
Language Proficiency ◽  
Language Skills ◽  
Classroom Observation

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education

2020 ◽  
pp. 40-57
Author(s):  
Adela González Fernández
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Bilingual Education ◽  
Educational System ◽  
Learning Process ◽  
Language Skills ◽  
Interdisciplinary Approach ◽  
Early Childhood Classroom ◽  
Second Languages ◽  
Teaching Learning

The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.

scholarly journals Making Progress in Content and Language Integrated Learning (CLIL) Lessons: An Indonesian Tertiary Context

2018 ◽  
Vol 42 ◽  
pp. 00111
Author(s):  
Novriani Rabeka Manafe
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Language Proficiency ◽  
Mixed Method ◽  
Focus Group Interview ◽  
Test Results ◽  
Integrated Learning ◽  
Significant Progress ◽  
Post Test ◽  
Method Approach

This paper outlines an attempt to discover students’ progress in both content and language skill in a content and language integrated learning (CLIL) lessons at an Indonesia’s higher education context. This is a part of a research conducted at Faculty of Science and Technology of Nusa Cendana University in Kupang, East Nusa Tenggara Province. This study employs mixed method approach with 20 participants attending by taking pre-test and post-test as well as joining a focus group interview particularly for 6 students. The tests were aimed at measuring the participants’ comprehension of English as the language of CLIL lesson. They were also used as the tool to evaluate students’ mastery of Mathematics as the content subject. Based on the post-test results, the findings showed that more students made significant progress in content subject in comparison to their achievement in language proficiency. Regarding the interview, the students admitted that their failure to made progress in both subjects were mainly caused by their inadequate level of English. This, therefore, led to rising anxiety among the students to complete the tests.

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