6. Learning Strategy Instruction in Content and Language Integrated Learning Programs

Menegale, Marcella

doi:10.21832/9781788923415-012

Cited by 3 publications

(3 citation statements)

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“…Despite the small sample of CLIL materials considered in this study, the findings match what can be found in the studies by other scholars, namely, that learning strategy instruction cannot be detached from the teachers" awareness of the learning processes involved in a bilingual approach like CLIL and that their intervention is crucial for providing the necessary conditions for learners to be successful. If we accept that CLIL provides a favourable learning context for boosting the development of strategies and for facilitating their transfer across language learning and CLIL settings (Marsh, 2012;Menegale, 2019a;Wolff, 2011, International Journal of Linguistics ISSN 1948-5425 2020 2019), special attention should be directed at how to support teachers in enabling all this to happen. Therefore, increasing their knowledge of the CLIL strategy repertoire needed by their students to face the high cognitive challenge in CLIL not only will allow them to make an informed selection of materials to use, whether they are taken from textbooks or are self-made, but will also provide them with awareness as to how to plan and embed explicit learning strategy instruction across the whole (CLIL) curriculum.…”

Section: Resultsmentioning

confidence: 99%

“…In the specific field of CLIL research, studies on strategies and strategic instruction are still limited (among recent papers, Castellano Risco, 2019; Macaro, 2018;Macaro et al, 2019;Menegale, 2018Menegale, , 2019aPsaltou-Joycey et al, 2014;Ruiz de Zarobe & Zenotz, 2018), "even though [they] are an integral part of the curricular elements that help students to learn" (Ruiz de Zarobe & Zenotz, 2015, p. 319). Reflecting on the characteristics of a CLIL curriculum, and informed by the taxonomies formerly proposed by other scholars in relation to bilingual programmes like CLIL (i.e., Chamot & O"Malley, 1994;Coonan, 2012;Macaro, 2018;Navés et al, 2002;Wolff, 2010), a copious strategy repertoire can be outlined which include, for example: strategies for reading comprehension (Ruiz de Zanobe & Zenotz, 2015;Macaro, 2018); strategies for preparing and structure writing (Papaja, 2014); communication strategies to overcome linguistic difficulties encountered when trying to communicate in a foreign language with a reduced interlanguage system (Garcí a Mayo & Lá zaro Ibarrola, 2015; Martí nez-Adriá n et al, 2019); vocabulary-related strategies, namely, inferring, networking, working with dictionaries (Castellano Risco, 2019;Eldridge et al, 2010;Macaro et al, 2019); strategies to favour learning transfer (cf.…”

Section: Models Of Learning Strategies Instructionmentioning

confidence: 99%

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Learning Strategies Instruction in CLIL Textbooks and Teacher-Authored Materials: A Qualitative Study

Menegale

2020

IJL

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The aim of the study here presented was to understand to what extent CLIL materials are oriented towards the development of learning strategies (cognitive, metacognitive and socio-affective strategies). This was done through the analysis of teaching materials of different content subject areas for primary and secondary school levels. A qualitative approach was adopted to compare learning units taken from commercial CLIL textbooks alongside self-authored materials created by CLIL teachers for their classes. A set of informative data was gathered to detect which strategies were most developed, whether any relevant differences between the materials analysed could be spotted, and whether strategy instruction was implicit or explicit. Main findings show that the types of strategies found in CLIL materials are very similar to those applied in second and foreign language learning environments and, although no significant differences have been spotted between textbooks and self-authored materials as to strategy instruction, the data has provided some interesting insights which deserve further exploration. It is hoped that the work will shed some light on practices of effective integration of learning strategies in CLIL teaching.

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Section: Resultsmentioning

confidence: 99%

Section: Models Of Learning Strategies Instructionmentioning

confidence: 99%

Learning Strategies Instruction in CLIL Textbooks and Teacher-Authored Materials: A Qualitative Study

Menegale

2020

IJL

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“…Kalaja et al 2011), there are still reports that argue for increased awareness-raising and claim that primary and secondary school students find it challenging to recognize resources their material environment would provide for language learning (e.g. Menegale 2013). To address this challenge, we discuss a specific task as a means for enhancing learners' agency (cf.…”

Section: Introductionmentioning

confidence: 99%

University Exchange Students’ Practices of Learning Finnish: A Language Ecological Approach to Affordances in Linguistic Landscapes

Szabó

Dufva

2020

Educational Linguistics

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In linguistic landscape (LL) studies, various projects have demonstrated how language learners benefit from tasks that involve the documentation and interpretation of the LL. In this chapter we contribute to research on LL-based language learning, investigating how Finnish as a second language learner exchange students turned the local LL into affordances during their time abroad in Finland.While language awareness and its relation to learning and teaching have been extensively discussed, it has often been regarded as a property of an individual consciousness: a faculty or a tendency of a particular person to perceive, notice and reflect upon the linguistic features present in their environments. In contrast, we argue for an approach that contests the person vs. environment dualism and frames language awareness in terms of relational processes. Using awareness raising tasks in second language pedagogy may help learners not only to notice what is useful in their environments, but at the same time invites them to reflect on how they can make use of such resources.Based on the analysis of our corpus we argue that the students explored the role of the LL in their learning and thus, implicitly, also displayed elements of an ecological model of distributed cognition which we discuss in detail. We believe that taking notice of the dimensions of language learning ecology helps teachers in designing LL-based tasks in a way that they can consider and include all relevant elements of a distributed cognitive ecosystem when planning and implementing their courses.

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University students’ use of language learning strategies in English-medium instruction classes

Garner

2024

JEMI

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The last twenty years have seen dramatic growth in the provision of English-medium instruction (EMI) courses at universities. On such courses, many students learn academic content through a language other than their first language (L1). This often poses significant language-related challenges to students which can impede content learning. To cope with the linguistic challenges, students sometimes employ language learning strategies (LLS). However, despite the rapid growth in the provision of EMI, little research has been conducted into LLS use in an EMI context. This systematized review examines 36 relevant studies. The findings show that over time EMI students modify their strategic behavior as they become more aware of the strategies which meet their learning needs. Furthermore, learners gradually use more content-related strategies as they progress through their EMI courses. Although strategy deployment is generally self-directed, the findings indicate that LLS instruction can benefit learners. Therefore, it is recommended that EMI courses be supported by embedded EAP courses which provide strategy instruction alongside the teaching of discipline-specific vocabulary and discourse practices. The review also raises questions about the role of students’ L1 in EMI. By shedding light on existing studies in the field, the review highlights opportunities for future research.

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6. Learning Strategy Instruction in Content and Language Integrated Learning Programs

Cited by 3 publications

References 0 publications

Learning Strategies Instruction in CLIL Textbooks and Teacher-Authored Materials: A Qualitative Study

Learning Strategies Instruction in CLIL Textbooks and Teacher-Authored Materials: A Qualitative Study

University Exchange Students’ Practices of Learning Finnish: A Language Ecological Approach to Affordances in Linguistic Landscapes

University students’ use of language learning strategies in English-medium instruction classes

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