Content-Language Integrated Learning in English Learning. Teacher Reflections
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Jan 23, 2023
Keywords:
Learning, subject, bilingualism, English, teacher
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Abstract
In recent years, the use of Content and Language Integrated Learning (AICLE for is acronym in Spanish) has become very popular due to the concern of educating bilinguals to be competent for the demands of today's world. In Colombia, this approach has been widely adopted by bilingual schools. The objective of this article, which is part of a broader investigation on AICLE in the teaching of English, has as main reflection on the bibliographic objectives or scientific articles that contribute to the documentary corpus or state of the art of the investigation. In order to achieve the proposed objective, it was proposed as a qualitative research methodology with a review approach and documentary analysis of books, and scientific articles from databases such as Scielo, Redalyc and Dialnet, through the information systematization instrument in the Specialized Analytical Summary (RAE for its acronym in Spanish) done in Microsoft Excel software. The implementation of this strategy resulted in the compilation and analysis of 36 bibliographic sources that contributed to the research proposed through a reflection on the principles of the AICLE approach in the teaching of English.
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Jiménez-Benavides, A. V. (2023). Content-Language Integrated Learning in English Learning. Teacher Reflections. Revista De Investigaciones De La Universidad Le Cordon Bleu, 10(1), 23-35. https://doi.org/10.36955/RIULCB.2023v10n1.003
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References
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Philominraj, A., Valenzuela, M., Romero, K., y Vidal, C. (2016). Factores que Influyen en el Aprendizaje del Idioma Inglés de Nivel Inicial en una Universidad Chilena. Formación Universitaria, 9(6),63-7. https://www.redalyc.org/articulo.oa?id=373549328006
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Richards, J.C., y Schmidt, R.W. (2011). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge. https://doi.org/10.4324/9781315833835
Siqueira, D. Landau. J., y Albuquerque, R. (2018). Innovations and Challenges in CLIL Implementation in South America VL57. Theory Into Practice. https://www.tandfonline.com/doi/full/10.1080/00405841.2018.1484033?scroll=top&needAccess=true
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Tomlinson, B. (2003b). Developing principle frameworks for materials development. In B. Tomlinson (Ed.) Developing material for language teaching (pp. 95-113). https://www.scirp.org/(S(czeh2tfqw2orz553k1w0r45))/reference/referencespapers.aspx?referenceid=1524560
Buckley, F. (2000). Team Teaching: What, Why and How? Thousand Oaks, CA: Sage.
Butler, G. (2005). Content-based instruction in EFL contexts: Considerations for effective implementation. JALT Journal, 27(2), 227-245.
Brutt, Griffler, J. (2002). World English. In World English. Multilingual Matters.
Brutt, Griffler, J., & Kim, S. (2016). Closing the gender gap: The role of English. English as a Lingua Franca: Perspectives and Prospects. Berlin: De Gruyter Mouton, 245-57.
Churches, A. (2009). Bloom’s Activity Analysis Tool. Educational Origami. https://morethanenglish.edublogs.org/files/2016/05/blooms-activity-analysis-11nuz60.pdf
Coonan, C. (2013). The role of CLIL teachers. Paper presented at GLO CLIL 2, Bari. [Video]. https://www.youtube.com/watch?v=doN8oLApaSU
Coyle, D. (2002). Relevance of CLIL to the European Commission’s language learning objectives. In D. Marsh (Ed.) European Dimension: Actions, Trends and Foresight Potential (pp. 37-38). Public Services Contract DGEAC: European Commission.
Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies. International Journal of Bilingual Education and Bilingualism, 10 (5) 543-562. https://doi.org/10.2167/beb459.0
Coyle, D., Hood, P. y Marsh, D. (2010). CLIL content and Language Integrated Learning. Cambridge University Press.
Cummins, J. (1979). Cognitive/ academic language proficiency, linguistic interdependence, the optimum age questions and some other matters. Working papers on bilingualism, 19, 121-129. https://files.eric.ed.gov/fulltext/ED184334.pdf
Dalton, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Publishing Company. file:///C:/Users/Usuario/Downloads/Discourse_in_Content_and_Language_Integr.pdf
Díaz, C., Martínez, P., Roa, I., y Sanhueza, M. (2010). La enseñanza y aprendizaje del inglés en el aula: una mirada a las cogniciones pedagógicas de un grupo de jóvenes estudiantes de pedagogía. Revista de Investigación y Postgrado, 25(2-3),47-72. https://www.redalyc.org/articulo.oa?id=65828402003
España, C. (2010). El idioma inglés en el currículo universitario: importancia, retos y alcances. Revista Electrónica Educare, 14 (2),63-69. https://www.redalyc.org/articulo.oa?id=194115606005
Eurydice (2006). Content and language integrated learning (CLIL) at school in Europe. Brussels: Eurydice. https://op.europa.eu/en/publication-detail/-/publication/756ebdaa-f694-44e4-8409-21eef02c9b9b
Garré, A., D'Andrea, M., y Rodríguez, M. (2012). Una lengua extranjera, ¿sólo una herramienta para la comunicación? Invenio, 15(28),11-17. https://www.redalyc.org/articulo.oa?id=87724141002
Ministerio de Educación Nacional [MEN]. Plan Nacional decenal de Educación (2006)- https://www.mineducacion.gov.co/1759/articles-392916_recurso_1.pdf
Hoffmann, C. (1997). Individual Bilingualism. An Introduction to Bilingualism (pp. 13-28). Longman Linguistics Library.
Larsen, D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press.
Larsen, D. (2003). Teaching Language: From Grammar to Grammaring. Thompson-Heinle.
Lasagabaster, D. y Sierra, J. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367-375. http://laslab.org/upload/immersion_and_clil_in_english:_more_differences_than_similarities.pdf
Lee, D. (2019). ECHANDO UNA MANO: 101 Técnicas de andamiaje desde una perspectiva CLIL (2da ed.). Ediciones OCTAEDRO, S.L. https://octaedro.com/wp-content/uploads/2019/04/12018.pdf
Mariño, C. M. (2014). Towards implementing CLIL at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal, 16(2), 151-160. https://revistas.udistrital.edu.co/index.php/calj/article/view/5374/9448
Marsh, D. (1994). Bilingual Education y Content and Language Integrated Learning. International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua).
Marsh, D. (2000). Using languages to learn and learning to use languages. The future doesn’t just happen, it is shaped and modelled by our actions. http://archive.ecml.at/mtp2/clilmatrix/pdf/1uk.pdf
Marsh, D. (2008). Language Awareness and CLIL. https://www.researchgate.net/publication/225206759_Language_Awareness_and_CLIL
Marsh, D., Mehisto, P., y Frigols, J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. McMillan Books for Teachers.
Mejía, S. (2016). ¿Vamos hacia una Colombia bilingüe? Análisis de la brecha académica entre el sector público y privado en la educación del inglés. Educación y Educadores, 19(2), 223-237. Https://www.redalyc.org/articulo.oa?id=83446681003
Ministerio de Educación Nacional [MEN]. Plan Nacional de Bilinguismo (2004)- https://www.mineducacion.gov.co/1621/articles-132560_recurso_pdf_programa_nacional_bilinguismo.pdf
Morton, T. (2019). La evaluación en AICLE: dificultades y oportunidades.Padres y Maestros / Journal of Parents and Teachers, (378), 11-18. https://doi.org/10.14422/pym.i378.y2019.002
Pavón, V., y Ellison, M. (2013). Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Lingvarvm Arena, 4, 65-78. http://ler.letras.up.pt/uploads/ficheiros/12007.pdf
Philominraj, A., Valenzuela, M., Romero, K., y Vidal, C. (2016). Factores que Influyen en el Aprendizaje del Idioma Inglés de Nivel Inicial en una Universidad Chilena. Formación Universitaria, 9(6),63-7. https://www.redalyc.org/articulo.oa?id=373549328006
Portafolio. (12 de noviembre de 2019). Economía-Nivel de inglés de Colombia, uno de los más bajos de América Latina. El tiempo. https://www.portafolio.co/economia/nivel-de-ingles-de-colombia-uno-de-los-mas-bajos-de-america-latina-535494
Richards, J., y Rodgers, T. (2001). Approaches and Methods in Language Teaching (p. 204). http://dx.doi.org/10.1017/CBO9780511667305.021
Richards, J.C., y Schmidt, R.W. (2011). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge. https://doi.org/10.4324/9781315833835
Siqueira, D. Landau. J., y Albuquerque, R. (2018). Innovations and Challenges in CLIL Implementation in South America VL57. Theory Into Practice. https://www.tandfonline.com/doi/full/10.1080/00405841.2018.1484033?scroll=top&needAccess=true
Tomlinson, B. (2003a). Introduction: Are materials developing? In B. Tomlinson (Ed.) Developing materials for language teaching (pp. 1) Ed Brian Tomlison. https://es.scribd.com/document/26063508/Developing-Materials-to-Develop-Yourself-Brian-Tomlinson-2003#
Tomlinson, B. (2003b). Developing principle frameworks for materials development. In B. Tomlinson (Ed.) Developing material for language teaching (pp. 95-113). https://www.scirp.org/(S(czeh2tfqw2orz553k1w0r45))/reference/referencespapers.aspx?referenceid=1524560