This study explores to what extent the density and types of errors made by Primary CLIL students differ from those of non-CLIL learners of the same academic year. With the aim of doing this, two groups of 6 Year of Primary (aged 11-12) students were chosen (both belonging to Bilingual Projects in Madrid, Spain) and two groups of learners of the same year, but who did not follow any type of bilingual programme. Participants completed the Cambridge Key English Test (KET) for schools to determine their proficiency levels. The writing and speaking sections of that exam are used to examine the errors made by these students. A complete error analysis of the spoken and written texts is completed following James' (1998) criteria and taking into account error density. The results seem to indicate that grammar was the area of English in which learners found more difficulties and that non-CLIL students made significantly more errors than CLIL learners in the oral texts.
Background: Waddell and colleagues have identified a series of nonorganic signs which may appear in low back pain patients. The occurrence of these signs helps predict nonphysiological factors in the etiology of the pain. This study describes the development of the Waddell Equivalency Scale (WES) which elicits comparable information from patients with pain at other sites. Methods: One hundred fifty patients presenting to a comprehensive pain clinic with low back pain were evaluated by physicians for Waddell signs and by psychologists using the Pain Presentation Inventory (PPI) developed by Psychometric Designs Inc. From three scales of the PPI, correlation, analysis of variance and multiple regression identified a formula which predicted Waddell signs from the PPI. The study was replicated on a new sample of 150 patients with almost identical results. The two samples were combined, again with highly similar results. An interpretive scheme was devised for use of the WES scale. Results: The WES score derived from three scales of the PPI predicts the number of Waddell signs elicited from low back pain patients. Since it comes from a paper-and-pencil test rather than a physical examination, it can be used with patients whose pain locus is other than the back. Conclusions: Behavioral expectations and treatment plans, à la Waddell, can now be applied to patients with other than low back pain. Clinical application of the WES information over a variety of pain populations will be required to determine the parameters of its usefulness.
This article summarizes the findings of a corpus-based study investigating assessment for learning (AfL) and its relationship to motivation in CLIL contexts. Using a mixed methods approach, classroom recordings from bilingual primary schools in Madrid, Spain, were analyzed to identify motivational strategies used by teachers. The relationship between these strategies and the AfL techniques implemented by teachers was then examined.
The findings show that the implementation of AfL coincided with an increase in frequency, length of time of use, and variety of teacher motivational strategies. This led to classes in which activities were supported by a more motivational discourse. A qualitative analysis of the corpus shows that the incorporation of AfL techniques coincided with several motivational strategies for language learning. The findings contribute to an understanding of how the use of AfL techniques may contribute to integrating motivational strategies in a more systematic way in the CLIL educational context.
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