关键词

内容和语言集成式学习，双语教育，教学材料，混合方法研究，小学教育，中学教育，非正式学习，数码交流

摘要

对CLIL情景下数码资源和材料集成的研究仍然不充分。本文提出了我们对塞维利亚省的八所学校做的研究的结果。我们用问卷调查和访谈来搜集有关CLIL教师和学生对课堂上数码资源和材料的集成的观点的数据，这个研究的目的在于：1）分析教师和学生对CLIL课堂上对数码资源和材料的集成的人士；2）分析在教育阶段是如何影响老师和学生对其使用的认识的；3）分析学生在课堂外使用的英语版的数码资源和材料的类型。紧接着我们分析了：类型主成分分析；曼-惠特尼U检验；定性内容分析；最后，我们计算了皮尔逊相关系数。结果显示，在教师与学生对在课堂上使用数码资源和材料的认识上存在差异，而这些认识是受教育阶段影响的。我们的研究结论是：学生在课堂外使用的资源和材料类型取决于他们在课堂上所使用的那些。然而，在家里时，这些资源和材料的用法却不相同，这就意味着我们需要改变课堂实践以适应学生们自己独个的用途。

查看信息图

参考资料

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press. https://doi.org/10.1075/jicb.5.1.07gie

Link DOI | Link Google Scholar

Banegas, D.L. (2017). Teacher developed materials for CLIL: Frameworks, sources, and activities. Asian EFL Journal, 19(3), 31-48. https://bit.ly/2SJqoxU

Link Google Scholar

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: The MIT Press. https://doi.org/10.21236/ad0616323

Link DOI | Link Google Scholar

Coyle, D. (1999). Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts. In J. Masih (Ed.), Learning through a foreign language (pp.46-62). London: CILT.

Link Google Scholar

Coyle, D. (2002). Relevance of CLIL to the European Commission’s Language. In D. Marsh (Ed.), CLIL/EMILE. The European dimension. Actions, trends, and foresight potential (pp. 1-25). Córdoba: Universidad de Córdoba.

Link Google Scholar

Coyle, D. (2008). CLIL - A pedagogical approach. In N. Van-Deusen-Scholl, & N. Hornberger (Eds.), Encyclopedia of language and education (pp. 97-111). New York: Springer. https://doi.org/10.1007/978-0-387-30424-3_92

Link DOI | Link Google Scholar

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language Integrated Learning. Cambridge: Cambridge University Press.

Link Google Scholar

Creswell, J.W. (2014). Research design: Qualitative, Quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.

Link Google Scholar

Cummins, J. (1998). Immersion education for the millennium: What have we learned from 30 years of research on second language immersion? In M.R. Childs, & R.M. Bostwick (Eds.) Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education (pp. 34-47). Japan: Katoh Gakuen.

Link Google Scholar

Dalton-Puffer, C. (2011). Content and Language integrated learning: From practice to principles? Annual Review of Applied Linguistic. https://doi.org/10.1080/09571736.2014.891370

Link DOI | Link Google Scholar

Dalton-Puffer, C. (2014). You can stand under my umbrella: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee and Gorter (2013). Applied Linguistics, 35(2), 213-218. https://doi.org/10.1093/applin/amu010

Link DOI | Link Google Scholar

Fernández-Fontecha, A. (2006). The design of ICT materials for L2 teaching: state of the art. Interlingüística, 17, 333-344. https://bit.ly/2PyPjSM

Link Google Scholar

Fernández-Fontecha, A. (2012). CLIL in the foreign language classroom: Proposal of a framework for ICT materials design in language-oriented versions of content and language integrated learning. Alicante Journal of English Studies, 25, 317334. https://doi.org/10.14198/raei.2012.25.22

Link DOI | Link Google Scholar

Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias, J. (2017). Analysing students’ content-learning in science in CLIL vs. Non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2017.1294142

Link DOI | Link Google Scholar

Henderson, M., & Romeo, G. (eds.) (2015). Teaching and digital technologies. Cambridge: Cambridge University Press.

Link Google Scholar

Izquierdo, J., De-la-Cruz-Villegas, V., Aquino-Zúñiga, S.P., Sandoval-Caraveo, M.C., & García-Martínez, V. (2017). Teachers’ Use of ICTs in public language education: Evidence from second language secondary-school Classrooms. [La enseñanza de lenguas extranjeras y el empleo de las TIC en las escuelas secundarias públicas]. Comunicar, 25(50), 33-41. https://doi.org/10.3916/C50-2017-03

Link DOI | Link Google Scholar

Larsen-Freeman, D., & Anderson, M. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press. https://doi.org/10.2307/328245

Link DOI | Link Google Scholar

Lesmes-Sáenz, L.A., Rodríguez-Roncancio, E., & Naranjo-Colorado, L.D. (2010). TIC y educación: Los medios digitales en la educación. Congreso Iberoamericano de Educación. Metas 2021. Buenos Aires, 13-14 and 15 of September, 2010.

Link Google Scholar

Maggi, F., Cherubim, M., & García-Pascual, E. (2014). Using Web 2.0 tools in CLIL. In S. Garton, & K. Graves (Eds.), International perspectives on materials in ELT. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137023315.0021

Link DOI | Link Google Scholar

Manrique-Orozco, A.M., & Gallego-Henao, A.M. (2013). El material didáctico para la construcción de aprendizajes significativos. Revista Colombiana de Ciencias Sociales, 4(1), 101-108. https://bit.ly/2zTmSKw

Link Google Scholar

Marsh, J. (2010). Young children’s play in online virtual worlds. Journal of Early Childhood Research 8(1), 23-39. https://doi.org/10.1177/1476718X09345406

Link DOI | Link Google Scholar

Martín-Barbero, J. (2006). La educación desde la comunicación. Bogotá: Norma.

Link Google Scholar

Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro 21(1), 15-33. https://bit.ly/2Ld7EnX

Link Google Scholar

Meyer, O. (2010). Towards quality-CLIL: Successful planning and teaching strategies. Pulso 33, 11-29. https://bit.ly/2rAn2Ss

Link Google Scholar

Moore, P., & Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. Vienna English Working Papers, 16(3), 28-35. https://bit.ly/2EjCCcO

Link Google Scholar

Moore, P., & Lorenzo, F. (2015). Task-Based learning and content and language integrated learning materials design. Process and product. Language Learning Journal, 43(3), 334-357. https://doi.org/10.1080/09571736.2015.1053282

Link DOI | Link Google Scholar

Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ practices and perspectives. In J. Gray (Ed.), Critical perspectives on language teaching materials (pp.111-136). Basignstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137384263_6

Link DOI | Link Google Scholar

Pérez-Cañado, M. (2012). CLIL research in Europe: Past, present and future. International Journal of Bilingual Education and Bilingualism 15(3), 315-341. https://doi.org/10.1080/13670050.2011.630064

Link DOI | Link Google Scholar

Ruiz-de-Zarobe, Y., Sierra., J., & Gallardo, F. (2011). Content and foreign language integrated learning. Contributions to multilinguals in European contexts. Berna: Peter Lang. https://doi.org/10.3726/978-3-0351-0171-3

Link DOI | Link Google Scholar

Scrivener, J. (2011). Learning Teaching. London: Macmillan.

Link Google Scholar

Smit, H. (2007). Free teaching materials for CLIL lessons. In B. Roza-González (Ed.). Good practice in content and language integrated learning (pp. 67-69). Gijón: BeCLIL,

Link Google Scholar

Tomlinson, B. (ed.) (1998). Materials development in language teaching. Cambridge: Cambridge University Press.

Link Google Scholar

Wong, L.H., Chai, C.S., & Aw, G.P. (2017). Seamless language learning: Second language learning with social media. [Aprendizaje de idiomas ‘sin costuras’: Aprendizaje de segundas lenguas y redes sociales. Comunicar, 50(25), 9-21. https://doi.org/10.3916/C50-2017-01

Link DOI | Link Google Scholar

Fundref

这项工作没有任何财政支持

Crossmark

技术信息

收到: 28-06-2018

修订: 25-08-2018

公认: 28-11-2018

OnlineFirst: 15-02-2019

发布日期: 01-04-2019

文章修改时间: 58 天 | 期刊编号的平均时间修订 59: 48 天

文章接受时间: 153 天 | 期刊编号的平均接受时间 59: 98 天

预印本编辑时间: 232 天 | 期刊编号的平均编辑时间预印 59: 178 天

文章编辑时间: 277 天 | 期刊编号的平均编辑时间 59: 223 天

度量

这篇文章的度量

浏览次数: 39692

对摘要的解读: 34145

PDF下载: 5547

的全部指标 59

浏览次数: 572623

对摘要的解读: 463254

PDF下载: 109369

被引用

引述 Web of Science

Prez-Gracia, E; Serrano-Rodrguez, R and Carpio, AJ. Bilingualism and interculture: what are teachers doing? (Bilinguismo e intercultura: que estan haciendo los docentes?) CULTURE AND EDUCATION, 2020.

https://doi.org/10.1080/11356405.2020.1819119

Duran-Martinez, R.; Beltran-Llavador, Fernando; Martinez-Abad, Fernando;. Training priorities in primary education bilingual Programme in Spain EUROPEAN JOURNAL OF TEACHER EDUCATION , 2020.

https://doi.org/10.1080/02619768.2020.1827387

Navarro-Pablo, Macarena; Lopez Gandara, Yiyi. The effects of CLIL on L1 competence development in monolingual contexts LANGUAGE LEARNING JOURNAL, 2019.

https://doi.org/10.1080/09571736.2019.1656764

Mellado-Moreno, PC; Patino-Maso, J; (...); Estebanell-Minguell, M. Speeches on Facebook and Twitter about the educational use of smartphones in the classroom REVISTA LATINA DE COMUNICACION SOCIAL, 2022.

https://doi.org/10.4185/RLCS-2022-1541

George Reyes, Carlos Enrique. Basic digital skills to guarantee the academic continuity caused by Covid-19 , 2000.

Link Google Scholar

引述 Scopus

Navarro-Pablo, M., López Gándara, Y.. The effects of CLIL on L1 competence development in monolingual contexts), Language Learning Journal, .

https://doi.org/10.1080/09571736.2019.1656764

Durán-Martínez, R., Beltrán-Llavador, F., Martínez-Abad, F. . Training priorities in primary education bilingual Programme in Spain), European Journal of Teacher Education, .

https://doi.org/10.1080/02619768.2020.1827387

Pérez-Gracia, E., Serrano-Rodríguez, R., Carpio, A.J. . Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)), Cultura y Educacion, .

https://doi.org/10.1080/11356405.2020.1819119

Carvalho, J., Casado, I.S., Delgado, S.C. . Conditioning factors in the integration of technology in the teaching of portuguese nonnative language: A post-COVID 19 reflection for the current training of teachers), International Journal of Learning, Teaching and Educational Research, .

https://doi.org/10.26803/ijlter.19.9.11

Villarreal, I.. The Forging Links project: Knowledge transference using pre-service teachers’ CLIL units with ICT integration), Porta Linguarum, .

https://doi.org/10.30827/portalin.vi.22415

Misnawati, M., Yusriadi, Y., Tahir, S.Z.B.. MALL in Learning English through Social Networking Tools: Students' Perceptions on Instagram Feed-based Task and Peer Feedback), CALL-EJ, .

Link Google Scholar

引述 Google Scholar

Navarro-Pablo, M., & López Gándara, Y. (2020). The effects of CLIL on L1 competence development in monolingual contexts. The Language Learning Journal, 48(1), 18-35.

https://www.tandfonline.com/doi/abs/10.1080/09571736.2019.1656764

Hidalgo, F. J. P. (2020). Moving Towards CLIL 2.0: A Proposal for Social Media Integration in Content-and Language-Integrated Learning. In Handbook of Research on Bilingual and Intercultural Education (pp. 359-382). IGI Global.

https://www.igi-global.com/chapter/moving-towards-clil-20/251399

Ledesma, L. D., & Izquierdo, J. (2020). Digital natives and technology for L2 learning outside of the classroom. Apertura, 12(1).

http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/1801

Dauzón Ledesma, L., & Izquierdo Sandoval, M. J. (2020). Digital natives and technology for L2 learning outside of the classroom. Apertura (Guadalajara, Jal.), 12(1), 72-87.

http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-61802020000100072

Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F. (2020). Training priorities in primary education bilingual Programme in Spain. European Journal of Teacher Education, 1-17.

https://www.tandfonline.com/doi/abs/10.1080/02619768.2020.1827387

Pérez-Gracia, E., Serrano-Rodríguez, R., & Carpio, A. J. (2020). Bilingualism and interculture: what are teachers doing?(Bilingüismo e intercultura:¿ qué están haciendo los docentes?). Culture and Education, 32(4), 621-648.

https://www.tandfonline.com/doi/abs/10.1080/11356405.2020.1819119

ORELLANA, D. N. C. PROJECT BASED LEARNING AS A POWERFUL TOOL TO TEACH ENGLISH: A PROPOSAL OF ACTIVE METHODOLOGY FOR VOCATIONAL TRAINING.

https://www.academia.edu/download/65240601/Cuenca_Project_Based_Learning.pdf

Delgado-Gutiérrez, L. (2020). Discovering flavours. A didactic proposal to favour the development of oral expression in Early Childhood Education through CLIL and Project Based Learning.

http://tauja.ujaen.es/handle/10953.1/13113

Reyes, C. E. G. (2021). Competencias digitales básicas para garantizar la continuidad académica provocada por el Covid-19. Apertura, 13(1).

http://udgvirtual.udg.mx/apertura/index.php/apertura/article/view/1942

Hernández Martínez, A. M. (2021). Telecollaboration in CLIL Contexts: eTwinning Projects.

http://tauja.ujaen.es/handle/10953.1/13821

下载

替代指标

如何引用

Navarro-Pablo, M., López-Gándara, Y., & García-Jiménez, E. (2019). The use of digital resources and materials In and outside the bilingual classroom. [El uso de los recursos y materiales digitales dentro y fuera del aula bilingüe]. Comunicar, 59, 83-93. https://doi.org/10.3916/C59-2019-08

分享

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

行政管理

编辑部

Creative Commons

本网站使用cookies来获取用户导航的统计数据。如果您继续浏览，我们认为您接受其使用。 +info X