The state of language and content instruction in Colombia

McDougald, Jermaine S.

doi:10.5294/laclil.2009.2.2.15

Cited by 28 publications

(26 citation statements)

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“…Furthermore ICT can captivate learners' interest, increase personal discovery, generate enthusiasm and the desire to learn (McDougald, 2009). The Web offers a very big amount of authentic materials for language learning (texts, videos, images, sound recording etc.…”

Section: Resultsmentioning

confidence: 99%

Semiotization of Time in Virtual Narrative

Samoylova

2017

Europ. j. multidiscip. stud.

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The public Italian School is a multicultural school: 51% of foreign students were born in Italy or arrived before starting primary school and their academic performance is lower than average, as verified by the Ministry of Education (MIUR 2015) and confirmed by a research group of Genoa University that assessed pupils' prior knowledge in an elementary school. Consequently two research questions have been formulated:;1. A second generation foreign student has the same CALP (Cognitive Academic Language Proficiency, Cummins 1979) as an Italian student? 2. Can the development of CALP both in Italian and Spanish give significant results? If so, which ones? The project LI.LO (acronym of Lingua Italiana, Lingua di Origine 1 ) aims to study relations between heritage language and second language acquisition in CALP. It also has the purpose to build bilingualism programs in the public middle school by using ICT (Information and Communication Technologies) in order to improve academic proficiency and study skills in both languages. This paper wants to show the two basic phases of the project: in the first phase the researchers collected data about students' linguistic prior knowledges and skills, showing a better competence in the section of the pretest related to the lexicon. The analysis of the first phase was used to consider aims and guidelines for the bilingual course LI.LO. The method has been the Lexical Approach (Lewis, 1993(Lewis, , 1997 . Secondly the researchers opened the course on a platform CLAT/Clire, in which they put materials in both languages. ICT were used in many activities. In the contribute it will be shown analysis, results and further perspectives of the project.

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Section: Resultsmentioning

confidence: 99%

Semiotization of Time in Virtual Narrative

Samoylova

2017

Europ. j. multidiscip. stud.

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“…Yet, there are EFL-teacher led implementations outside Europe which report on the incorporation of curricular content into the language lesson to provide new opportunities for meaningful use of the foreign language (e.g. Fernández, 2008;McDougald, 2009;Uemura, 2013). Despite the fast growth of CLIL implementation, Pérez-Cañado (2012) notes that descriptive accounts or reports that focus on CLIL's success outnumber research-based publications.…”

Section: Clil and Didactic Transpositionmentioning

confidence: 99%

Democratizing didactic transposition: negotiations between learners and their teacher in a secondary school

Banegas

2014

laclil

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“…However many countries around the world are starting to implement extensive curriculum reforms with the intention of retooling knowledge-oriented economies required to operate in a globalized world (Graddol, 2006b). In this regard, CLIL has made significant contributions to educational institutions worldwide, as in the cases of Argentina, (Dario Luis Banegas, 2012;Darío Luis Banegas, 2012;Pistorio, 2009), Colombia (McDougald & Anderson, 2015;McDougald, 2009McDougald, , 2015Rodríguez, 2011), and Italy (Aiello, Di Martino, & Di Sabato, 2015;Costa & Coleman, 2010;Favilli, Maffei, & Peroni, 2012;Grandinetti, Langellotti, & Ting, 2013), as well as in countries such as Canada, the Netherlands, Spain, Hong Kong, the Philippines, and Malaysia, through which we can explore relative successes or failures of a CLIL approach (Costa & D' Angelo, 2011).…”

Section: Clil Continues To Expandmentioning

confidence: 99%