Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction

Vázquez, Víctor Pavón; Ordóñez, María del Carmen Ramos

doi:10.1080/13670050.2018.1511681

Cited by 50 publications

(27 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The RSES uses a 4-point response scale (1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree) with total scores ranging from 10 to 40. Respondents are classified into three levels of self-esteem: high self-esteem (≥30 points), medium self-esteem (26–29 points) and low self-esteem (≤25 points) [ 36 ].…”

Section: Methodsmentioning

confidence: 99%

The Prevalence of Depression, Anxiety and Stress and Their Associated Factors in College Students

Ramón-Arbués

Gea-Caballero

Granada-López

et al. 2020

IJERPH

313

178

View full text Add to dashboard Cite

Aim: To estimate the prevalence of symptoms of depression, anxiety, stress and associated factors in a population of college students. Method: Cross-sectional study of psychological distress measured through the Depression, Anxiety and Stress Scale (DASS-21) in a sample of 1074 college students. Results: We found a moderate prevalence of depression (18.4%), anxiety (23.6%) and stress (34.5%) symptoms in our study population. Being <21, having problematic Internet use behavior, smoking, presenting insomnia and having a low self-esteem were independently associated with symptoms of depression, anxiety and stress. Being a woman, living with their family, having a stable partner, consuming alcohol frequently and having poor nutritional habits were significantly associated with symptoms of stress; lacking a stable partner was significantly associated with depressive symptoms; and frequent consumption of alcohol was significantly associated with symptoms of anxiety. Conclusion: We found a moderate prevalence of depression, anxiety and stress symptoms in our population. Interventions aimed at promoting mental health among college students should be implemented.

show abstract

Section: Methodsmentioning

confidence: 99%

The Prevalence of Depression, Anxiety and Stress and Their Associated Factors in College Students

Ramón-Arbués

Gea-Caballero

Granada-López

et al. 2020

IJERPH

313

178

View full text Add to dashboard Cite

show abstract

“…Plusieurs chercheurs en didactique des L2 soutiennent que la L1 est au service de l'apprentissage de la L2 (Castellotti, 2001 ;Martínez-Adrián et al, 2019 ;Vázquez et Ordóñez, 2019). Dans notre étude, les professeurs sont en accord avec le fait qu'on doit avoir recours à la langue maternelle en classe de FLE pour apprendre la L2.…”

Section: Discussionunclassified

استخدام اللغة العربیة واللجوء الی الترجمة فی حجرة اللغة الفرنسیة کلغة اجنبیة فی مصر: التصورات العقلیة والممارسة الفعلیة

حسن¹

2020

مجلة کلیة التربیة

View full text Add to dashboard Cite

The presence of the mother language (L1) in the second or foreign language class (L2) is a reality that cannot be ignored. In recent years, it has gained importance in the field of language teaching. Previous research revealed that the level of learners of the public education system in Egypt is quite low in French as a foreign language. They are not able to communicate in French. They often use Arabic translation to express themselves. This study aims to shed light on the phenomenon of the use of L1 and the use of translation by teachers of French as a foreign language (FLE). To do this, a questionnaire was administered to 30 teachers to determine their representations. Semi-structured interviews and direct observations were carried out with four participating professors to better determine their representations and their actual practices and to explore if they are aware of their representations. According to the results obtained, the Egyptian teachers believe in the importance and the effects of the use of L1 and of the translation in class of L2 especially with the beginners. However, they are against the frequency of FLE class translation. The results also showed that the Arabic language is very much presented in the FLE class (33% of the French course is in Arabic).

show abstract

“…This can be challenging for teachers as they have to obtain adequate skills in either a foreign language or in the field to be taught with the help of a foreign/additional language; teachers must be able to regulate their knowledge of the subject and the language (Cammarata & Tedick, 2012). In order to make the transition into the full CLIL lesson smoother, FL teachers might consider to have a content teacher and a language teacher working together in the class (Méndez García & Pavón Vázquez, 2012;Pavón Vázquez & Ramos Ordóñez, 2018), although that is no common. Some of the teachers also reported having problems with form and could focus on language pedagogies that would direct their attention to this issue (Gierlinger, 2017;He & Lin, 2018;Lo, 2019).…”

Section: Category 3: There Are Differences In the Fl 1 Teachers' Attitude Towards Fl 1 Learning And Teaching In Childhood And Towards Thementioning

confidence: 99%

The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes

Smajla

2021

Engl. Lang. Teach. Educational. Journal

View full text Add to dashboard Cite

This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.

show abstract

Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction

Cited by 50 publications

References 32 publications

The Prevalence of Depression, Anxiety and Stress and Their Associated Factors in College Students

The Prevalence of Depression, Anxiety and Stress and Their Associated Factors in College Students

استخدام اللغة العربیة واللجوء الی الترجمة فی حجرة اللغة الفرنسیة کلغة اجنبیة فی مصر: التصورات العقلیة والممارسة الفعلیة

The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes

Contact Info

Product

Resources

About