Teaching Materials and CLIL Teaching

Marongiu, Maria Antonietta

doi:10.7358/lcm-2019-002-maro

Cited by 9 publications

(7 citation statements)

References 10 publications

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“…The findings of Merpati, Djojosuroto, and his colleagues lend credence to this conclusion [19] backs up the findings of the aforementioned studies by arguing that the correct instructional approach is a crucial factor in helping students get the desired learning outcomes in the classroom. The findings of this study are supported by previous studies [20,21] which revealed that teachers have an important role in helping their students discover the best approach to learning.…”

Section: Discussionsupporting

confidence: 89%

Effectiveness of Online Learning Methods in Indonesian Lessons

Pangemanan¹,

Mokodompit²,

Katuuk³

2023

Advances in Social Science, Education and Humanities Research

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In order to better understand the pros and cons of implementing an online curriculum at SMK Negeri 1 Kotamobagu, this study aims to explain the efficacy of online learning techniques for teaching Indonesian language courses. Moreover, explain what has to be changed to make e-learning more efficient. This study employs a descriptive qualitative methodology, which tries to zero in on practical issues by first collecting, describing, and then analyzing obtained data. The Indonesian Language Instructor of SMK Negeri 1 Kotamobagu provided the information used in this analysis. According to the findings, majority of the people who provided explanations for the study concluded that online schooling was less successful. It is true that traditional classroom instruction is superior than online learning due to factors such as students' increased access to course materials in a variety of visual formats (including learning films, soft copies, and photographs) (taking notes). While the benefits of online education are undeniable, there are some drawbacks. Because online learning occurs in the home, there are certain things that can be adjusted to make it more successful. First, students need to be better prepared to embrace the learning process.

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Section: Discussionsupporting

confidence: 89%

Effectiveness of Online Learning Methods in Indonesian Lessons

Pangemanan¹,

Mokodompit²,

Katuuk³

2023

Advances in Social Science, Education and Humanities Research

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“…Finally, during the extension activities, the objectives focus once again on language, on a more complex level. According to Marongiu [ 26 ], one of the specific features of CLIL is that teachers “provide scaffolding strategies for the learners so as to help them process content and do something with it, such as use it to solve problems, to hold a position in discussions, to create a text, or to develop a project etc.“ (p. 83). For this aim, the author lists strategies helping with content processing and manipulation: simplifying, paraphrasing, explaining, adding language frames, word banks, diagrams, pictures, etc.…”

Section: Content and Language Integrated Learningmentioning

confidence: 99%

Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications

Gay

Pogranova

Mauroux

et al. 2022

IJERPH

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Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons.

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“…In terms of strength, CLIL integrates skills, each skill involved in CLIL can provide reinforcement to other skills [10]. The large variety of material presented in CLIL provides opportunities for students to be used as models in productive activities [11]. In the teaching and learning process, students can compare the results of their writing with the model and can identify some shortcomings in their writing [12].…”

Section: Clil Strengths and Weaknessesmentioning

confidence: 99%

Integrating Child Rights Education and English Language Teaching

Nurhidayat¹,

Sutama²,

Prayitno³

et al. 2022

Advances in Social Science, Education and Humanities Research

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There are some purposes of the study in this article. 1) It describes children's rights education, 2) It describes integrated English learning, 3) It develops a framework for integrating English learning and children's rights education. This type of research is literature study with some procedural steps. The first is collecting data from various journal articles on children's rights, Integrated Language Learning approaches, and textbook studies. The second step is placing the object of study in a multidisciplinary context. The third step is conducting analysis early on, and throughout the study, to find patterns. The last one is analyzing the data inductively. The validity of the data was tested by triangulation of sources and theory. Data analysis is carried out inductively and continuously and simultaneously with data collection. The result shows that there is opportunity for integrating child rights education and English teaching and learning.

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Teaching Materials and CLIL Teaching

Cited by 9 publications

References 10 publications

Effectiveness of Online Learning Methods in Indonesian Lessons

Effectiveness of Online Learning Methods in Indonesian Lessons

Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications

Integrating Child Rights Education and English Language Teaching

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