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Hits 21 – 40 of 6.008

21	Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
	Linberg, Anja; Burghardt, Lars
	In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
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22	Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
	Alonso-Belmonte, Isabel; Fernández-Agüero, María. - : Elsevier, 2022
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23	Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
	Tompkins, Forrest Leah. - 2022
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24	University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
	Grüttner, Michael; Schröder, Stefanie; Berg, Jana
	In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
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25	Polymedia Based Instruction in Purposive Communication
	Delos Reyes, Ryan Jayson
	In: Puissant ; 1 ; 98-112 (2022)
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26	Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
	Custodio Espinar, Magdalena; López Hernández, Alfonso; Buckingham, Lyndsay R.. - : Universidad de Granada, 2022
	Abstract: The effective implementation of Content and Language Integrated Learning (CLIL) requires teamwork among teachers in order to coordinate teaching. This study aims to determine whether learning through co-teaching significantly affects teacher trainees’ collaborative competence in three dimensions: knowledge about the foundations of co-teaching, the quality of their learning experience, and the transferability of this teaching strategy in their academic performance and future teaching practice. An ad hoc questionnaire was created and administered to 50 Education degree students before and after taking a co-taught CLIL course. Results show that learning through co-teaching did not have an effect on students’ general collaborative competence (paired samples). However, statistically significant differences were found in their learning experience. Similar results were found when comparing the sample with a control group (N=35) (independent samples), resulting in statistically significant differences in favour of the experimental group. Finally, differences in all the three dimensions studied were found in favour of those participants who perceive a greater need for training in collaborative competence. In conclusion, taking the co-taught CLIL course has not influenced on dimensions one and three, but it has led to a more effective learning experience perceived by students. The authors suggest that modelling a collaborative teaching relationship should be accompanied by explicit analysis of the theoretical foundations of co-teaching and the analysis of the influence of variables such as academic ability or language proficiency in order to ensure that the benefits reach all students in the classroom. ; La implementación del Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) requiere trabajo en equipo para coordinar la enseñanza. Este estudio pretende determinar si el aprendizaje a través de la enseñanza en equipo afecta a la competencia colaborativa de los alumnos en tres dimensiones: conocimiento sobre la enseñanza colaborativa, experiencia de aprendizaje y transferencia al desempeño académico y profesional. Se administró un cuestionario, creado ad hoc, a 50 estudiantes de los grados de Educación antes y después de estudiar la asignatura AICLE, impartida por dos profesores en equipo. Los resultados muestran que la docencia colaborativa no tuvo efecto en la competencia colaborativa general de los estudiantes (muestras pareadas). Sin embargo, se encontraron diferencias estadísticamente significativas en su experiencia de aprendizaje. Se encontraron resultados similares al comparar con un grupo de control (N=35) (muestras independientes), con diferencias estadísticamente significativas a favor del grupo experimental. Finalmente, se hallaron diferencias en todas las dimensiones estudiadas a favor de aquellos participantes que perciben una mayor necesidad de capacitación en competencia colaborativa. En conclusión, la docencia colaborativa no ha influido en las dimensiones una y tres, pero ha contribuido a generar en los alumnos una percepción de la experiencia de aprendizaje más eficaz. Los autores sugieren que este modelo debe ir acompañado de un análisis explícito de los aspectos teóricos de la co-enseñanza y un análisis de la influencia de variables como la capacidad académica o el dominio del idioma, para garantizar que los beneficios de la co-enseñanza lleguen a todos los estudiantes.
	Keyword: Bilingual education; Cuestionarios; Enseñanza bilingüe; Enseñanza en equipo; Estudiante para profesor; Formación de profesores; Preservice teacher education; Preservice teachers; Questionnaires; Team teaching
	URL: https://doi.org/10.30827/profesorado.v26i1.16853 http://hdl.handle.net/10481/74535
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27	El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
	Yeager, Isabella N
	In: Global Tides (2022)
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28	Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
	Peace‐Hughes, Tracey. - : Wiley, 2022
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29	Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
	Viesca, Kara; Teemant, Annela; Alisaari, Jenni...
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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30	Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía
	Szczesniak, Anna; Muñoz Luna, Rosa
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 237-257 (2022)
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31	The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers
	Hornsby, Michael; DOLOWY-RYBINSKA, Nicole; Chojnicka, Joanna...
	In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021)
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32	La Educación Bilingüe: Una breve historia de la educación bilingüe en los Estados Unidos y otros países y sus beneficios
	Masters, Zachary Taylor
	In: World Languages and Cultures (2021)
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33	A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
	O'Reardon, Chandler Flannery
	In: Senior Projects Spring 2021 (2021)
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34	Témoignages professionnels d’une alternative pédagogique d’éducation bilingue : 2LPE, p.17-29
	DECK, CHRISTIAN; ROUSSEL, VÉRONIQUE; Sabria, Richard
	In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-03226575 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, « Enseignement et apprentissage des Langues des Signes : perspectives historiques, sociales et linguistiques » ; https://www.aplv-languesmodernes.org/spip.php?article8578 (2021)
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35	Bilingual Education for Asian Americans
	Zhou, Yuanqi Ivy
	In: Asian American Research Journal , vol 1, iss 1 (2021)
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36	The Reflective Journal: A Transnational Networking Instrument for (TESOL) Teachers
	Di Pardo Léon-Henri, Dana; Ahmed, Anwar; Barnawi, Osman
	In: Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts ; https://hal.archives-ouvertes.fr/hal-03579986 ; Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts, Palgrave Macmillan, pp.287-309, 2021, 978-3-030-64139-9 ; https://link.springer.com/book/10.1007/978-3-030-64140-5#editorsandaffiliations (2021)
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37	Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education
	Xu, Hao; Shan, Zhibin
	In: ISSN: 2071-1050 ; Sustainability ; https://hal.sorbonne-universite.fr/hal-03335951 ; Sustainability, MDPI, 2021, 13 (14), pp.8004. ⟨10.3390/su13148004⟩ (2021)
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38	ARTIFICIAL LANGUAGE TASKS AS A MEASURE TO ASSESS BILINGUALS' LEARNING SKILLS IN THIRD OR ADDITIONAL LANGUAGE ACQUISITION: THE CASE OF LLAMA_F
	D'Angelo, Francesca
	In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03216321 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online Conference, Italy (2021)
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39	Preparing Student Teachers of Languages to Promote Plurilingual Competence ...
	Rückl, Michaela. - : Humboldt-Universität zu Berlin, 2021
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40	A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education ...
	Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021
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