Category: Corpora for Content and Language Integrated Learning

Empleo y aprendizaje de lenguas en el Reino Unido

 

I Jornadas Vocational Guidance In Clil (VGCLIL). Universidad de Murcia. 23 October, 2018.

CLIL en contextos profesionales.Acceso a la presentación online.

Links:

Languages for the future. British Council 2017.

The value of languages. Cambridge Language Sciences. 2017.

SMEs language survey. British Academy. 2015

 

Algunos datos sobre VGCLIL (Prof. Purificación Sánchez Hernández, Coordinadora en España VGCLIL)

Sitio web: http://vgclil.eu/index.php

Twitter: @VGCLILproject

Plataforma de formación: http://vgclil.eu/pages/page.php?id=4

 

Referencias sobre CLIL, EMI e internacionalización

Dafouz, E., & Smit, U. (2014). Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397-415.

Referencias usadas en el proyecto VGCLIL

  1. Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: Delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1), 110. doi:10.1080/09658416.2015.1122019
  2. Bamond Lozano, V. M., & Strotmann, B. (2015). Internationalizing higher education: Language matters. TESOL Quarterly, 49(4), 847-857. doi:10.1002/tesq.251
  3. Pérez-Vidal, C., & Roquet, H. (2015). The linguistic impact of a CLIL science programme: An analysis measuring relative gains. System, doi:10.1016/j.system.2015.05.004
  4. Lo, Y. Y., & Macaro, E. (2015). Getting used to content and language integrated learning: What can classroom interaction reveal? The Language Learning Journal, 43(3), 239. doi:10.1080/09571736.2015.1053281
  5. Melinda Dooly, & Dolors Masats. (2015). A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in spain (2003–2012). Language Teaching, 48(3), 343-372. doi:10.1017/S0261444815000117
  6. Pavón Vázquez, V., Ávila López, J., Gallego Segador, A., & Espejo Mohedano, R. (2015). Strategic and organisational considerations in planning content and language integrated learning: A study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism, 18(4), 409-17. doi:10.1080/13670050.2014.909774
  7. Kong, S. (2015). Designing Content‐Language integrated learning materials for late immersion students. TESOL Journal, 6(2), 302-331. doi:10.1002/tesj.151
  8. Vilma Bijeikienė, & Daiva Pundziuvienė. (2015). Implementation of CLIL in lithuanian secondary schools: A case study. Coactivity: Philology, 23(1), 1-13. doi:10.3846/cpe.2015.252
  9. Lo, Y. Y., & Lin, A. M. Y. (2015). Special issue: Designing multilingual and multimodal CLIL frameworks for EFL students. International Journal of Bilingual Education and Bilingualism, 18(3), 261-269. doi:10.1080/13670050.2014.988111
  10. Jill Surmont, Esli Struys, & Thomas Somers. (2015). Creating a framework for a large-scale implementation of content and language integrated learning: The first steps. European Journal of Language Policy, 7(1), 29.
  11. Reljić, G., Ferring, D., & Martin, R. (2015). A meta-analysis on the effectiveness of bilingual programs in europe. Review of Educational Research, 85(1), 92-128.
  12. Wei, R., & Feng, J. (2015). Implementing CLIL for young learners in an EFL context beyond europe. English Today, 31(1), 55-60. doi:10.1017/S0266078414000558
  13. Julian Chapple. (2015). Teaching in english is not necessarily the teaching of english. International Education Studies, 8(3), 1. doi:10.5539/ies.v8n3p1
  14. Yilmaz Satilmis, Doganay Yakup, Guvercin Selim, & Islam Aybarsha. (2015). Teaching concepts of natural sciences to foreigners through content-based instruction: The adjunct model. English Language Teaching, 8(3), 97. doi:10.5539/elt.v8n3p97
  15. María Ángeles Martín del Pozo, & Débora Rascón Estébanez. (2015). Textbooks for content and language integrated learning: Policy, market and appropriate didactics? Foro De Educación, 13(18), 123-141. doi:10.14516/fde.2015.013.018.007
  16. Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70-88. doi:10.1177/1362168814541736
  17. Llinares, A., & Pascual Peña, I. (2015). A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education, 29(1), 15-30. doi:10.1080/09500782.2014.924964
  18. Llinares, A. (2015). Integration in CLIL: A proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58-73. doi:10.1080/07908318.2014.1000925
  19. Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28(1), 8-24. doi:10.1080/07908318.2014.1000922
  20. Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89. doi:10.1080/07908318.2014.1000926
  21. Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41-57. doi:10.1080/07908318.2014.1000924
  22. Ruiz de Zarobe, Y., & Cenoz, J. (2015). Way forward in the twenty-first century in content-based instruction: Moving towards integration. Language, Culture and Curriculum, 28(1), 90-96. doi:10.1080/07908318.2014.1000927
  23. Martínez Adrián, M., & Gutiérrez Mangado, M. J. (2015). Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar? Journal of Immersion and Content-Based Language Education, 3(1), 51-76. doi:10.1075/jicb.3.1.03adr
  24. Lorenzo, F., & Rodríguez, L. (2014). Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL. System, 47, 64-72. doi:10.1016/j.system.2014.09.016
  25. Khan, S. (2014). Integration of theory and practice in CLIL. System, 47, 177-179. doi:10.1016/j.system.2014.10.004
  26. Lin, C., & Zhang, J. (2014). Investigating correspondence between language proficiency standards and academic content standards: A generalizability theory study. Language Testing, 31(4), 413-431. doi:10.1177/0265532213520304
  27. Jun Lei, & Guangwei Hu. (2014). Is english-medium instruction effective in improving chinese undergraduate students’ english competence? International Review of Applied Linguistics in Language Teaching, 52(2), 99-126. doi:10.1515/iral-2014-0005
  28. Taguchi, N. (2014). English-medium education in the global society: Introduction to the special issue. IRAL – International Review of Applied Linguistics in Language Teaching, 52(2), 89. doi:10.1515/iral-2014-0004
  29. Baker, F. S. (2014). The roles of language in CLIL. International Journal of Bilingual Education and Bilingualism, 17(4), 500-503. doi:10.1080/13670050.2013.809911
  30. Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. doi:10.1093/applin/amt011
  31. Javier Barbero, & Jesús Ángel González. (2014). Chapter ten CLIL at university: Transversal integration of english language and content in the curriculum. Utrecht Studies in Language and Communication, (28), 161.
  32. Felipe Jiménez, Agata Muszynska, & Maite Romero. (2014). Chapter seven: Learning processes in CLIL: Opening the door to innovation. Utrecht Studies in Language and Communication, (28), 111.
  33. Ignacio Pérez-Ibáñez. (2014). Chapter six: Addressing our students’ needs: Combined task-based and project-based methodology in second language and CLIL courses. Utrecht Studies in Language and Communication, (28), 97.
  34. Anonymous. (2014). Directory of CLIL projects and resources. Utrecht Studies in Language and Communication, (28), 189.
  35. Hüttner, J., & Smit, U. (2014). CLIL (content and language integrated learning): The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. system 41 (2013): 587–597. System, 44, 160-167. doi:10.1016/j.system.2014.03.001
  36. Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345-359. doi:10.1080/13670050.2013.793651
  37. Muñoz-Luna, R. (2014). From drills to CLIL: The paradigmatic and methodological evolution towards the integration of content and foreign language. Profile: Issues in Teachers’ Professional Development, 16(1), 167-180. doi:10.15446/profile.v16n1.37843
  38. Heine, L. (2014). Models of the bilingual lexicon and their theoretical implications for CLIL. The Language Learning Journal, 42(2), 225-237. doi:10.1080/09571736.2014.889973
  39. Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98(1), 296-311. doi:10.1111/j.1540-4781.2014.12057.x
  40. Lo Bianco, J. (2014). Domesticating the foreign: Globalization’s effects on the Place/s of languages. The Modern Language Journal, 98(1), 312-325. doi:10.1111/j.1540-4781.2014.12063.x
  41. Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25.
  42. Aguilar, M., & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18. doi:10.1111/ijal.12006
  43. Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13(1), 21-40. doi:10.1007/s10993-013-9298-3
  44. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
  45. Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Ernst Klett Sprachen.
  46. Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.

Deadline November 30: ReCALL Journal Special Issue. Call for Papers: Researching uses of corpora for language teaching and learning

Submission deadline: 30th November 2012
Publication date: May 2014

Guest editors:

Pascual Pérez-Paredes
English Department
Universidad de Murcia
Campus de la Merced 30071
Murcia
SPAIN
pascualf@um.es

Alex Boulton
CRAPEL – ATILF / CNRS,
Université de Lorraine
FRANCE
alex.boulton@univ-lorraine.fr

Corpus linguistics has revolutionised many fields of language study, and represents the epitome of empirical research in language description. Corpora can even be used as a learning tool or reference resource by learners and teachers, as well as other native and non-native language users, in what has come to be known as ‘data-driven learning’ (DDL). However, it is frequently claimed that there is a dearth of empirical research in the field of DDL – especially outside the restricted environment of higher education. Such research is essential to afford further insight into both the possibilities and limitations of using language corpora in a variety of contexts, whether in mainstream practice among ‘ordinary’ teachers and learners, or for more innovative or specialised uses.

Proposals are invited for qualitative and quantitative empirical studies investigating various aspects of corpus use in language teaching and learning, from individual case studies to large-scale quantitative statistical studies, from short-term acquisition to long-term outcomes and changes in learner behaviour.
We are especially interested in new populations of potential corpus users, such as:

– younger learners in primary and secondary education;
– adult learners in continuing education and language schools;
– trainee teachers and practising teachers (pre-service or in-service);
– academic users in fields from translation to literature, civilisation and other disciplines;
– non-academic users in professional contexts.

Innovative practice in terms of corpus use for new environments and new activities is also welcomed:
– in class, in computer rooms, on line, and in blended or distance programmes;
– in directed instruction as well as in more autonomous conditions;
– using paper-based materials, hands-on consultation, or integrating corpora into other software;
– showing innovative uses of corpora beyond traditional concordancing;
– based on new types of corpora, from the Internet to disposable corpora to multimodal corpora;
– involving learners at other levels of corpus use, e.g. in building their own corpora;
– using learner corpora to feed back into teaching and learning practices;
– etc.

This special issue of ReCALL marks over two decades of data-driven learning since the publication of the seminal Classroom Concordancing (Johns & King 1991), and is dedicated to the ground-breaking but ever practical work of the late Tim Johns.

Papers, to a maximum of 8000 words, should be submitted electronically to June Thompson, d.j.thompson@hull.ac.uk no later than 30th November 2012. Please use the published ReCALL guidelines here when preparing your paper.

ReCALL is the journal of EUROCALL, an international journal published by Cambridge University Press and listed in the major abstracting and indexing services.

Deadline November 30: ReCALL Journal Special Issue. Call for Papers: Researching uses of corpora for language teaching and learning

Submission deadline: 30th November 2012
Publication date: May 2014

Guest editors:

Pascual Pérez-Paredes
English Department
Universidad de Murcia
Campus de la Merced 30071
Murcia
SPAIN
pascualf@um.es

Alex Boulton
CRAPEL – ATILF / CNRS,
Université de Lorraine
FRANCE
alex.boulton@univ-lorraine.fr

Corpus linguistics has revolutionised many fields of language study, and represents the epitome of empirical research in language description. Corpora can even be used as a learning tool or reference resource by learners and teachers, as well as other native and non-native language users, in what has come to be known as ‘data-driven learning’ (DDL). However, it is frequently claimed that there is a dearth of empirical research in the field of DDL – especially outside the restricted environment of higher education. Such research is essential to afford further insight into both the possibilities and limitations of using language corpora in a variety of contexts, whether in mainstream practice among ‘ordinary’ teachers and learners, or for more innovative or specialised uses.

Proposals are invited for qualitative and quantitative empirical studies investigating various aspects of corpus use in language teaching and learning, from individual case studies to large-scale quantitative statistical studies, from short-term acquisition to long-term outcomes and changes in learner behaviour.
We are especially interested in new populations of potential corpus users, such as:

– younger learners in primary and secondary education;
– adult learners in continuing education and language schools;
– trainee teachers and practising teachers (pre-service or in-service);
– academic users in fields from translation to literature, civilisation and other disciplines;
– non-academic users in professional contexts.

Innovative practice in terms of corpus use for new environments and new activities is also welcomed:
– in class, in computer rooms, on line, and in blended or distance programmes;
– in directed instruction as well as in more autonomous conditions;
– using paper-based materials, hands-on consultation, or integrating corpora into other software;
– showing innovative uses of corpora beyond traditional concordancing;
– based on new types of corpora, from the Internet to disposable corpora to multimodal corpora;
– involving learners at other levels of corpus use, e.g. in building their own corpora;
– using learner corpora to feed back into teaching and learning practices;
– etc.

This special issue of ReCALL marks over two decades of data-driven learning since the publication of the seminal Classroom Concordancing (Johns & King 1991), and is dedicated to the ground-breaking but ever practical work of the late Tim Johns.

Papers, to a maximum of 8000 words, should be submitted electronically to June Thompson, d.j.thompson@hull.ac.uk no later than 30th November 2012. Please use the published ReCALL guidelines here when preparing your paper.

ReCALL is the journal of EUROCALL, an international journal published by Cambridge University Press and listed in the major abstracting and indexing services.