| 1 |
TOTAL PHYSICAL RESPONSE (TPR) IS THE MOST EFFECTIVE METHOD FOR LEARNING FOREIGN LANGUAGES ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
TOTAL PHYSICAL RESPONSE (TPR) IS THE MOST EFFECTIVE METHOD FOR LEARNING FOREIGN LANGUAGES ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The Research on Consistency Checking and Improvement of Probabilistic Linguistic Preference Relation Based on Similarity Measure and Minimum Adjustment Model
|
|
|
|
In: Mathematics; Volume 10; Issue 9; Pages: 1369 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Examining Practices in the Initiation of a Teacher Preparation Networked Improvement Community
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
СОВЕРШЕНСТВОВАНИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ ЯЗЫКОВОЙ ЛИЧНОСТИ ВОЕННОСЛУЖАЩЕГО ... : IMPROVING THE COMMUNICATIVE COMPETENCE OF THE LINGUISTIC PERSONALITY OF MILITARY PERSONNEL ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Improving Second Language Acquisition of English Language Learners ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
"Einfache" Wörter für Leseanfänger. Kriterien und Auswahllisten "leseleichter" Wörter
|
|
|
|
In: 2021, 43 S. (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Optimal Timing of Venous Thromboembolic Chemoprophylaxis Initiation Following Blunt Solid Organ Injury: Meta-Analysis and Systematic Review
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study
|
|
|
|
In: Sustainability ; Volume 13 ; Issue 20 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education
|
|
|
|
In: Education Sciences ; Volume 11 ; Issue 9 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model
|
|
|
|
In: Education Sciences; Volume 11; Issue 12; Pages: 820 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Pediatric Tracheostomy Outcomes After Development of a Multidisciplinary Airway Team: A Quality Improvement Initiative
|
|
|
|
In: OTO Open (2021)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Evaluation of a specialist cognitive clinic for the Deaf community
|
|
|
|
In: Clin Med (Lond) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Access to Translator (AT&T) project: Interpreter on Wheels during the COVID-19 pandemic
|
|
|
|
In: BMJ Open Qual (2021)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
ORGANIZATIONAL ASPECTS OF IMPROVEMENT OF PERSONNEL MANAGEMENT OF AGRICULTURAL ENTERPRISES ; ОРГАНІЗАЦІЙНІ АСПЕКТИ УДОСКОНАЛЕННЯ УПРАВЛІННЯ ПЕРСОНАЛОМ СІЛЬСЬКОГОСПОДАРСЬКИХ ПІДПРИЄМСТВ
|
|
|
|
In: The Economic Discourse; No. 3 (2020); 63-70 ; Економічний дискурс; № 3 (2020); 63-70 ; 2410-7476 ; 2410-0919 ; 10.36742/2410-0919-2020-3 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Improvement of communicative-pragmatic ability in adolescents with Autism Spectrum Disorder: The adapted version of the Cognitive Pragmatic Treatment
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
"The Lady from North Carolina": The Perils and Limitations of External Expertise
|
|
|
|
In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
What key stakeholders think about CLIL programmes: Commonalities and differences of perspective
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 221-237 (2021)
|
|
Abstract:
Este estudio analiza críticamente diversas cuestiones controvertidas relativas a la caracterización e implementación de los programas AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) desde la perspectiva de los principales interesados (docentes, estudiantes y padres). Concretamente se examinan sus opiniones acerca de lo que supone la educación AICLE, sus beneficios en términos de competencia lingüística y de una mayor exposición y uso de la lengua, si el conocimiento del contenido mejora gracias a tales programas, si se enfatiza más el contenido que la lengua en la evaluación, y, por último, si los docentes y estudiantes se sienten motivados y satisfechos con la experiencia AICLE. Partiendo de la triangulación metodológica este artículo sigue un diseño de método mixto para investigar las coincidencias y diferencias de perspectiva. Mientras todos los interesados coinciden en los supuestos beneficios de AICLE en términos de mejora de la competencia lingüística, sorprendentemente no todos piensan lo mismo acerca de la necesidad de una mayor exposición y uso de la lengua y de si el conocimiento del contenido mejora con AICLE. En general, se valora positivamente la educación AICLE, si tales programas están bien articulados y se implementan eficazmente en la práctica, aunque siempre hay margen para mejoras de calidad y formación del profesorado según los profesores. ; This study aims to critically discuss some of the most controversial issues affecting the characterisation and implementation practices of CLIL (Content and Language Integrated Learning) programmes from key stakeholders’ perspective (teachers, learners and parents). The focus will be placed on examining their voices on what CLIL education actually means, its alleged potential benefits in terms of enhanced L2 competence and increased L2 exposure and use, whether content knowledge is improved by CLIL instruction, whether content is emphasised over language in CLIL assessment and, lastly, whether teachers and learners feel motivated and satisfied with the CLIL experience. With this in mind, and based on methodological triangulation, this paper follows a mixed-method research design for investigating the commonalities and differences of perspective. While all stakeholders agree with the alleged benefits of CLIL in terms of enhanced language competence, surprisingly not all think the same about the need for more L2 exposure and use in bilingual classes and whether content knowledge is improved by CLIL instruction. On the whole, CLIL is positively evaluated by all stakeholders, provided these educational programmes are well articulated and effectively implemented in practice, although there is always room for further quality improvement and teacher training, according to teachers.
|
|
Keyword:
CLIL programmes; coincidencias y diferencias de perspectiva; commonalities and differences of perspective; mayor exposición y uso de la lengua meta; mejora de la calidad y formación del profesorado; more L2 exposure and use; opiniones de los interesados; programas AICLE; quality improvement and teacher training; stakeholders’ views
|
|
URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7750059
|
|
BASE
|
|
Hide details
|
|
|
| 20 |
Korean language education in China: current status, characteristics and improvement suggestions
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 9, 2021 (Ejemplar dedicado a: Didáctica de lenguas extranjeras en China: situación actual y perspectivas para el futuro), pags. 51-69 (2021)
|
|
BASE
|
|
Show details
|
|
|
|
|
