Current Trends in ELT and Affordances of the Inverted CLIL Approach

Finardi, Kyria Rebeca

doi:10.22158/selt.v3n4p326

Cited by 7 publications

(18 citation statements)

References 20 publications

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“…With that aim, the study reviewed some current teaching approaches that may be used in the hybrid approach and elaborated a teaching project based on the Inverted CLIL (Finardi, 2015) approach to teach the content of sustainability through English as an additional language.…”

Section: Resultsmentioning

confidence: 99%

“…Although CLIL does not imply the use of ICTs, MOOCs, podcasts, social networks, blogs, webquests and other tools may be incorporated in it (Ortiz & Finardi, 2015;Finardi, 2015).…”

Section: Clilmentioning

confidence: 99%

“…Considering both approaches-the IC and the CLIL-a new blended approach was proposed by Finardi (2015) and coined the Inverted CLIL approach. By hybridizing IC and CLIL aspects, the Inverted CLIL approach may present the following implications: better respect for students learning styles and rhythm; better use of the target-language; education beyond the physical limits of schools; engagement of students in a more active and autonomous learning; reinforcement of language skills through content learning and vice-versa; alignment with current demands of the technology society; motivation of reflection through transdisciplinarity and flow among contents, language and technology (Finardi, 2015).…”

Section: Inverted Clilmentioning

confidence: 99%

“…As a means of analyzing the potential and limitations of the Inverted CLIL Approach, a teaching proposal based on the Inverted CLIL approach was elaborated in this study, following suggestions of Finardi (2015) related to the theme and the use of MOOC. The elaborated teaching proposal aims at teaching the content of sustainability in English as an additional language using a MOOC available in the Coursera certain level of proficiency so that they may benefit from the CLIL Approach (Alencar, 2016) and to reinforce the fact that the use of the mother tongue in class may serve as a way of lexical disambiguation,…”

Section: Vice-versamentioning

confidence: 99%

“…This paper aims at proposing a combination of current blended approaches for the teaching of EAL. It describes a set of activities for an EAL blended course by adopting a Content and Language Integrated Learning approach (CLIL) through an Inverted Classroom approach (IC), aliasInverted CLIL (Finardi, 2015) …”

mentioning

confidence: 99%

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MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

Finardi¹,

Silveira²,

Lima³

et al. 2016

SELT

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The current digital society requires new approaches to the teaching of English as an Additional Language (EAL). This paper aims at proposing a combination of current blended approaches for the teaching of EAL. It describes a set of activities for an EAL blended course by adopting a Content and Language Integrated Learning approach (CLIL) through an Inverted Classroom approach (IC), aliasInverted CLIL (Finardi, 2015)

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Section: Resultsmentioning

confidence: 99%

“…Although CLIL does not imply the use of ICTs, MOOCs, podcasts, social networks, blogs, webquests and other tools may be incorporated in it (Ortiz & Finardi, 2015;Finardi, 2015).…”

Section: Clilmentioning

confidence: 99%

Section: Inverted Clilmentioning

confidence: 99%

Section: Vice-versamentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

Finardi¹,

Silveira²,

Lima³

et al. 2016

SELT

View full text Add to dashboard Cite

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Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic

Yang

2021

English Teaching & Learning

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Due to the outbreak of the pandemic in 2020, numerous schools have had to shut down. Many universities are still continuing the distance learning model in 2021, including Taiwan. Although the benefits and challenges of distance learning have been extensively studied, there has been less research on whether the ICLHE (Integrated Content and Language in Higher Education) approach, which greatly relies on face-to-face interaction and collaborations with peers, can work well in a distance learning model. Thus, 4 weeks of synchronous ICLHE teaching was conducted as a trial in a Taiwan university. The students were asked to complete a weekly online survey to evaluate their learning, the practitioner’s teaching, and the platform. Results revealed that ICLHE may not work well in a distance learning situation due to decreasing motivation, greater distraction, lack of actual interaction, peer pressure, teacher monitoring, and practitioner’s fatigue. The study cautions against implementing ICLHE according to a distance learning model.

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Teachers’ Readiness Toward the New Paradigm of English Language Teaching: A Narrative Inquiry

2022

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The development of English Language Teaching grows rapidly. The pandemic of Covid-19 became the turning point for teachers' awareness of the need for changes in language teaching practices. The advance in technology also takes an important role in the current trends of Language teaching. A narrative inquiry research method was applied to investigate the teachers' perception of their readiness toward the paradigm shift of English Language Teaching. Eight English teachers from many areas in Indonesia such as Semarang, Lampung, Jombang, Surakarta, Yogyakarta, and Purwokerto participated in this research through in-depth interviews. Then, the data collected were classified into several points regarding the new paradigms of education. The teachers' views on the paradigm shift in Education and the current practice of English Language Teaching were presented in this paper. Finally, teachers as the spearhead of education are required to be lifelong learners who are creative, innovative, and adaptive to the rapid change in world trends.

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Current Trends in ELT and Affordances of the Inverted CLIL Approach

Cited by 7 publications

References 20 publications

MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic

Teachers’ Readiness Toward the New Paradigm of English Language Teaching: A Narrative Inquiry

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