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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 22 1 Oralidad y escritura compartida en la alfabetización inicial : estudio en un contexto multilingüe Ottin Pecchio, Giovanna; Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials. - 2019 BASE Show details 2 Oralidad y escritura compartida en la alfabetización inicial. Estudio en un contexto multilingüe Ottin Pecchio, Giovanna. - : Universitat Autònoma de Barcelona, 2018 In: TDX (Tesis Doctorals en Xarxa) (2018) BASE Show details 3 Peer text revision using models as feedback Matamoros Benson, Jordi; Escobar Urmeneta, Cristina; Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació. - 2018 BASE Show details 4 A call for contributions from Content-Pedagogy Specialists Escobar Urmeneta, Cristina. - 2018 BASE Show details 5 The role of student-teachers' imagined identities in their investments in English in an "Integrating Content and Language in Higher Education" (ICLHE) Catalan pre-service teacher education context Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials; Torras Vila, Berta. - 2016 BASE Show details 6 The role of student-teachers’ imagined identities in their investments in English in an “Integrating Content and Language in Higher Education” (ICLHE) Catalan pre-service teacher education context Torras Vila, Berta. - : Universitat Autònoma de Barcelona, 2016 In: TDX (Tesis Doctorals en Xarxa) (2016) BASE Show details 7 Do you know Actimel? The adaptive nature of dialogic teacher-led discussions in the CLIL science classroom: a case study Escobar Urmeneta, Cristina; Evnitskaya, Natalia In: Language learning journal. - Abingdon, Oxfordshire : Routledge 42 (2014) 2, 165-180 OLC Linguistik Show details 8 Enseñar inglés a futuros maestros mediiante ell chat pedagógiico:: Estudio de la reparación y las estrategias comunicativas e interactivas entre aprendices de lengua Sánchez Sola, Antonio. - : Universitat Autònoma de Barcelona, 2014 In: TDX (Tesis Doctorals en Xarxa) (2014) BASE Show details 9 Enseñar inglés a futuros maestros mediiante ell chat pedagógiico:: Estudio de la reparación y las estrategias comunicativas e interactivas entre aprendices de lengua Sánchez Sola, Antonio; Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials. - : [Barcelona] : Universitat Autònoma de Barcelona, 2014 BASE Show details 10 Talking science in a second language : the interactional co-construction of dialogic explanations in the CLIL science classroom Evnitskaya, Natalia; Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials. - : [Barcelona] : Universitat Autònoma de Barcelona, 2014 BASE Show details 11 Learning to become a CLIL teacher: teaching, reflection and professional development Escobar Urmeneta, Cristina In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 16 (2013) 3, 334-353 OLC Linguistik Show details 12 Talking science in a second language The interactional co-construction of dialogic explanations in the CLIL science classroom Evnitskaya, Natalia. - : Universitat Autònoma de Barcelona, 2012 In: TDX (Tesis Doctorals en Xarxa) (2012) BASE Show details 13 Aprendre en una altra llengua : = Aprender en otra lengua Escobar Urmeneta, Cristina (Hrsg.). - Barcelona : Univ. Autònoma de Barcelona, 2011 UB Frankfurt Linguistik Show details 14 AICLE - CLIL - EMILE, educació plurilingüe : experiencias, research & polítiques Escobar Urmeneta, Cristina (Hrsg.). - Bellaterra : Univ. Autònoma de Barcelona, Servei de Publicacions, 2011 UB Frankfurt Linguistik Show details 15 Politiques, pratiques et perspectives de l'éducation linguistique en Espagne Escobar Urmeneta, Cristina; Nussbaum, Luci In: Fremdsprachen an den Schulen der Europäischen Union. - Berlin [u.a.] : De Gruyter (2010), 120-133 BLLDB Show details 16 Politiques, pratiques et perspectives de l'éducation linguistique en Espagne Escobar Urmeneta, Cristina; Nussbaum, Luci In: Sociolinguistica. - Berlin ; Boston, Mass. : De Gruyter 24 (2010), 120-133 OLC Linguistik Show details 17 Cuando la lengua de la escuela es diferente de la lengua familiar Escobar Urmeneta, Cristina. - 2009 BASE Show details 18 Enseñar en inglés Escobar Urmeneta, Cristina. - 2009 BASE Show details 19 Language learning through tasks in a content and language integrated learning (CLIL) science classroom ; Aprendizaje por tareas de lenguas extranjeras en la clase de ciencias a travé del AICLE Escobar Urmeneta, Cristina; Sánchez Sola, Antonio. - : Universidad de Granada, 2009 BASE Show details 20 A Case of Expert-Novice Conversational Reflection During an Initial Education Practicum on the CLIL Approach Escobar Urmeneta, Cristina; Evnitskaya, Natalia; Horrillo Godino, Zoraida; Grup LIEC (Llengua i Ensenyament de les Ciències); Universitat Autònoma de Barcelona; Trobada sobre semi-immersió a Catalunya; Taula rodona internacional sobre programes AICLE. - 2009 Abstract: III Colloquium on Semi-Immersion in Catalonia ; III Encuentro sobre Semi-Inmersión en Cataluña ; In nearly all pre-service teacher education programmes, the most common model of professionalization consists in providing student-teachers with opportunities to apply knowledge gained in a theoretical phase in a systematic, structured and supervised way (Molina Ruiz 2008) during the practicum period, in accordance with the principles of Technical Rationality (Schön 1983). Schön identifies gaps between the situations in which acquired theories can be applied and actual practical situations, in which complexity, uncertainty, instability, uniqueness, and value-conflict are at play. He proposes an alternative model based on reflection in and on action. The first notion consists in thinking about what professionals are doing at a given situation "and, in the process, evolving their way of doing it" (Schön 1983: 56). Conversely, reflection on action, which takes place after the situation, is the process through which the practitioner makes explicit the theories of action used to solve the problem and evaluates them. Therefore, cycles of reflection in and on practice enable student-teachers to turn practicum experiences into opportunities to study their practice and thus enhance their professional knowledge and skills. From an empirical point of view, reflection on action is relatively easy to capture in sessions and assignments that precede or follow periods of teaching practice. In contrast, sequences of reflection in action and the outcomes of that reflection in terms of professional development are hardly ever identified and described. The present paper forms part of a large teacher education project on CLIL which aims to analyse the process of mentoring in pre-service teacher education and the role the school tutor (an experienced practitioner) plays in the provision of feedback in the early phases of the practicum period. In our presentation we will examine how a constant conversational reflection in and on practice (Schön 1983) between the tutor and the student-teacher yields significant improvement in the skills of the latter to design and carry out CLIL activities. More concrete, we will focus on how feedback on central teaching skills is provided and how the student-teacher uses this information to adjust her teaching strategies to students' characteristics and needs. The analysed empirical data consist of transcripts of video-taped CLIL lessons, tutoring and feedback sessions, observer's field notes, and student-teacher's written productions (a self-observation report and a practicum journal). The perspective adopted for their analysis is emic, i.e. attention is paid to the phenomena that the informants make relevant in their discourse and to the meaning that they give them. The analytical framework to interpret the data is based on sociocultural theory (Vygotsky 1978; Lantolf and Appel 1994; Lantolf and Pavlenko 1995; Lantolf 2000) and the notion of 'communities of practice' (Lave 1991; Rogoff, Matusov, and White 1996; Wenger 1998). The former states that social interaction is the learning context and purpose. Interaction, in turn, is considered to be linked to cognition through locally situated verbal activity. The latter regards learners as newcomers to a community of professional practitioners, who must undergo a process of socialization before becoming its fully active members. Keyword: Adquisició de llengües; Adquisición de lenguas; AICLE; Aprendizaje de lenguas; Aprenentatge de llengües; Bilingualism; Bilingüisme; Bilingüismo; CLIL; CLIL-SI; Didáctica; Didàctica; Didáctica de la lengua; Didàctica de la llengua; Educació plurilingüe; Educación plurilingüe; Enseñanza de lenguas; Ensenyament de llengües; Foreign language; Formació del professorat de llengua; Formación del profesorado de lengua; GREIP; ICE UAB; Immersió; Inmersión; Integració; Integración; Integration; Language acquisition; Language learning; Language pedagogy; Language teaching; Lengua extranjera; Llengua estrangera; Multilingualism; Multilingüisme; Multilingüismo; Plurilingual education; Plurilingualism; Plurilingüisme; Plurilingüismo; Second language; Segona llengua; Segunda lengua; Semiimmersió; Semiimmersion; Semiinmersión; Teacher Education; Teacher Training; TEFL URL: https://ddd.uab.cat/record/59886 BASE Hide details Page: 1 2

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