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The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students’ multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020-2021 academic year. According to the results, due to CLIL classes the students’ theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students’ multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills., У статті розглядаються особливості використання предметно-мовного інтегрованого навчання у професійній підготовці майбутніх менеджерів з туризму у контексті формування їх полікультурної компетентності. Полікультурну компетентність майбутніх менеджерів з туризму автори розглядають як інтегративну якість особистості майбутнього професіонала, яка формується у процесі навчання у ЗВО та включає систему полікультурних знань, умінь, навичок, інтересів, потреб, мотивів, цінностей, полікультурних якостей, досвіду, соціальних норм і правил поведінки, необхідних для повсякденного життя та діяльності в полікультурному суспільстві, що реалізується в здатності вирішувати завдання професійної діяльності в ході позитивної взаємодії із представниками різних культур (соціальних груп, національностей, рас, релігійних конфесій). З’ясовано, що володіння іноземними мовами є сьогодні обов’язковою вимогою до професійної компетенції працівників сфери туризму, конкурентною перевагою й однією з передумов особистісного й кар’єрного зростання фахівців. Встановлено, що до основних завдань використання предметно-мовного інтегрованого навчання майбутніх менеджерів з туризму належать наступні: розбудовувати в студентів навички міжкультурного спілкування; готувати їх до міжнародного спілкування; створювати можливість вивчати тематичні дисципліни з різних точок зору; вивчати професійну термінологію іноземною мовою; покращувати загальні компетенції мови, що вивчається, розбудовувати навички усної комунікації, включати різноманітні методи й форми аудиторних занять; сприяти зростанню мотивації студентів до навчання.

The major concern of higher education institutions nowadays is to consider how to design new instructional approaches to developing interconnected professional and foreign language competence of students majoring in accounting. The detailed analysis of the present-day scientific works proves that content and language integrated learning (CLIL) is considered one of the widely-spread approaches in achieving this aim. In the present paper, the author tries to confirm this idea concerning training future Ukrainian accountants and draws on examining the effect of CLIL syllabus at Odesa Trade and Economics institute of Kiev National Trade and Economics University and Odessa National University of Economics. The programme included integrated learning a foreignlanguage and “Macroeconomics” as a major subject. The programme duration was 4 months. A total of 108 students majoring in accounting participated in the programme of integrated learning. After the completion of the programme the students' professional knowledge and foreign language proficiency were assessed and their feedback collected and analyzed. Data were obtained from multiple sources, including interviews, pre-and-post assessment tests of language and professional proficiency. Results indicated significant advantages of CLIL regarding future accountants’ competence in a foreign language and a major subject.

Данная статья посвящена проблеме контроля как основы эффективного обучения иностранному языку студентов-нелингвистов. Автор отмечает, что особенности профессионально ориентированного обучения иностранному языку в неязыковых вузах является одним из актуальных вопросов методики преподавания, поскольку именно владение иностранным языком показывает, насколько будущий профессионал будет востребован на рынке труда. Важность данного исследования состоит в необходимости изменения подхода к преподаванию иностранного языка в неязыковых вузах в сторону повышения частоты проведения проверки качества знаний, навыков и умений студентов по дисциплине «Иностранный язык». В статье были рассмотрены различные классификации видов, форм и функций контроля, сформулированы такие особенности проведения системы контроля у студентов-нелингвистов, как использование профессионально ориентированного подхода, применение проектной деятельности, проведение контроля общих знаний студентов об окружающем мире, оценивание знаний на основе пройденного материала, включающего как аспекты иностранного языка, так и специальность студента в рамках подхода CLIL., The article under review is dedicated to a problem of control as a basis for effective foreign language teaching non-linguists. The author points out that the peculiarities of professionally oriented teaching foreign languages in non-linguistic universities are one of the topical issues in foreign language teaching methodology, due to the fact that only the knowledge of a foreign language can demonstrate to what extend a future professional will be in demand in the labor market. The present paper is aimed at changing the approaches in teaching foreign languages in non-linguistic universities and making the process of assessing and evaluating the learners’ quality of knowledge and language skills quite frequent. Various classifications of types, forms and functions of the system of control have been considered and peculiarities of implementation of the control system in teaching non-linguists have been stated, among them are the following: using professionally oriented approach, undertaking project activities, implementing the system of control to define students’ general knowledge about the world, evaluating students’ knowledge on the basis of the covered material, including all the aspects of a foreign language and the student’s specialty within the CLIL approach.

Интеграция - одно из самых перспективных направлений современного образования. В статье затрагиваются проблемы предметно-языковой интеграции в учебно-воспитательном процессе, раскрывается сущность интегративного подхода, его принципы и задачи, средства и формы реализации для формирования социальной, профессиональной и иноязычной компетенций будущих полицейских. Особое внимание уделяется задачам интегративного взаимодействия обучения, просвещения и воспитания в подготовке специалистов., Integration is one of the most promising methodological directions of the contemporary education. The article deals with the problems of content and language integrated learning in the teaching and educational process, reveals the essence of the integrative approach, its concepts, tasks, implementation forms and means in the forming of social, professional and foreign language competences of future police officers. Special attention is paid to the integrative synergy of teaching and educational components.

The present article has reviewed literature on Content-Based Instruction (CBI) along with the Content and Language Integrated Learning (CLIL) in Language Teaching based on the recent development in the field. This includes the learning principle, factors responsible for the successful implementation of CBI/CLIL, their prospect and outcome. The paper is written based on secondary data from different articles providing exploratory account of contexts observed, paying attention to the views and practices of participants, and review papers on previous studies. The goal is to understand the aspects of CBI, its relation with CLIL, success and shortcoming resulted from the implementation in language teaching.

El gran desarrollo de las Tecnologías de la Información y la Comunicación (TIC) hace que su uso e implantación en el sistema educativo sea indispensable. En este trabajo se presentan los beneficios y aplicaciones de las TIC en el proceso de enseñanza-aprendizaje de los contenidos curriculares mediante el inglés como lengua extranjera utilizando, además, la metodología de Aprendizaje Integrado de Contenidos y Lenguas extranjeras (AICLE) en la etapa de Educación Primaria. Primero, se analiza la metodología AICLE y la presencia de las TIC en la educación, para después examinar diferentes herramientas digitales, como el blog, cuentos digitales, Kahoot! y tarjetas digitales. Considerando este marco teórico, se plantea una propuesta didáctica basade en la metodología AICLE para la asignatura de ciencias sociales en la que se implementan las herramientas anteriormente analizadas. The great development of Information and Communication Technologies (ICT) makes their use and implementation in the educational system essential. This project presents the benefits and applications of ICT in the teaching-learning process of curricular contents through English as a foreign language using the methodology of Integrated Learning of Contents and Foreign Languages (CLIL) in the stage of Primary education. First, the CLIL methodology and the presence of ICTs in education are analysed, to then examine different digital tools, such as the blog or digital stories. Taking this theoretical framework into account, a didactic unit is proposed through the CLIL methodology for the Social Science subject,in which the previously analysed tools are implemented.

�� 1994 �������� �������� �������������� ������������������������ CLIL ��� Content and Language Integrated Learning, ������ �� ���������������� ���������������� ������������������-���������������� ������������������������������ ����������������. ������ ������������������������������ ������������, �������������� ������������������������ ���������������� �������������������� �� �������������� ���������������� ����������. CLIL ���������������� ������������ ��������������, �������������� ������������������������ �������������������������������� �� ������������������������ ���������������� ����������������������, ���� �� ���� ���� ���������� ���������������� CLIL ������������������������������ ������������������������ �������������������� �� �������������������������� ��������������������������. ������������ ������������ �������������������� ���� ���������������� ������������������ �������������������� �������������� �������������������� �� ������������ ������������������-������������������ �������������������������������� ���������������� ���� �������� ������������ ����������. �������������� ���������������� ���������������� ������������������-������������������ �������������������������������� ����������������, ���������������������� �� ���������������� ���������������� �������������������� �������������� �������������������� ���� ��. �������������� �� ��. ��������������., In 1994, the abbreviation CLIL was adopted, which means Content and Language Integrated Learning. This is an educational approach that involves learning content through the target language. CLIL is a flexible method that promotes the linguistic and cognitive development of learners, but at the same time, the flexibility of CLIL is determined by the used material and the teacher activities. This article is aimed at studying the criteria for the development of learning materials in the framework of content and language integrated learning on the basis of higher education. The key criteria for content and language integrated learning are studied, the criteria for the development of learning materials according to P. Mehisto and T. Morton are considered and summarized.

This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.

The topicality of the research relates to the problem that in the last ten or more years approximately 300 thousand Latvian people live outside Latvia. Together with parents are living children in more than 15 countries. One of the tasks with national importance is to help to children and their family to save or to develop Latvian language and culture traditions, to give possibility to return to Latvia and to continue education process in Latvia. Latvian Language State Agency provides an opportunity to learn Latvian as a State language and to get acquainted with Latvian culture traditions, to understand social events, relationships in the society. One of possibility for this is to plan and to realize integrated content and language learning and teaching process for children outside Latvia in a digital class. That means to use Classflow site and another digital tools (Skype, a mobile phone and toys with special computer software, interactive blackboard programs etc.). Aim of the study is to analyze the experience of children living outside Latvia to learn integrated content and language with digital tools. Research is based on analyses of theories about content and language integrated learning, communicative approach for language acquirement and teacher’s professional competence. Empirical research is based on pedagogical observation and teacher’s survey results. As respondents are 120 children (6-14 year old) in 22 groups/digital classes and 16 teachers.

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Timing of pedagogical intervention: Oral error treatment in EFL vs. CLIL contexts in primary education in Spain This study stresses the majorcircumstances in terms of timing of pedagogical intervention in English as aForeign Language (EFL) and Content Language Integrated Learning (CLIL) contextswithin the same school setting in Madrid (Spain). The rationale of the researchlies in the EFL and CLIL Primary Education teachers' preferences for online andoffline correction (Pawlak, 2014). In order to gather significant data,classroom observation took place to list teachers' timing of error correctionin oral communication –i.e., whether EFL and CLIL teachers perform immediate,delayed, or postponed correction. As for content and language integration,recent literature (Coyle, 2010; Wewer, 2017) stands out that CLIL practiceshould reflect upon alternative teaching methods different to EFL instruction(i.e. focus on language forms). Contrary to the expectations, the resultshighlight that there are no major differences of the timing of pedagogicalintervention between EFL and CLIL teachers: Mostly all oral errors committedduring EFL and CLIL courses were immediately intervened. In light of theresults, some recommendations are proposed concerning the focus on languagefunctions; i.e., being able to develop communicative competence andcollaborative work along with language teachers. Information about Author(s)* Author 1 Author (Last name, First name) Estrada Chichon, Jose Luis Affiliated institution (University) University of Cadiz Country Email address loseluis.estrada@uca.es Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Yes Author 2 Author (Last name, First name) Otto, Ana Affiliated institution (University) UDIMA (Universidad a Distancia de Madrid) Country Email address anaisabel.otto@udima.es Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

This article explores the temporal nature of language learning in classroom settings through the lens of Conversation Analysis (CA) by drawing on video‐recorded interactions from Content and Language Integrated (CLIL) classrooms. It outlines some methodological challenges that the task of documenting language learning in and as observable social interaction poses for CA studies of second language (L2) learning and proposes that learning has typically been described as either a situated activity (in cross‐sectional studies) or a series of intermediate achievements (in longitudinal studies). The empirical analysis focuses on interactional instances in which students observably invoke and describe their earlier learning activities or achievements as part of some ongoing classroom activity, either in whole‐class or peer interaction. It is argued that such instances of a retrospective orientation to learning offer empirical materials for examining learning trajectories from a participant's perspective, how connections between moments and social domains separated by time and space are forged, and how resources are accumulated, recalibrated, and put to use. The focal interactions also raise conceptual implications for the ways in which learning is both situated and transferable, as well as methodological implications for how retrospection can best be rendered analytically accessible by way of a CA approach. [ABSTRACT FROM AUTHOR]

L'objectiu de la present investigació és explorar des d'una perspectiva sociocultural el programa AICLE d'un centre de Barcelona, així com les opcions metodològiques adoptades pels docents, per tal d'esbrinar si les tasques interactives que es proposen als alumnes són integradores quant a l'aprenentatge de l'àrea -en el nostre cas, les matemàtiques- i l'adquisició d'una llengua estrangera -l'anglès. L'anàlisi de les dades mostra l'ús que els alumnes fan del complex dispositiu pedagògic que se'ls presenta per mitjà de les tasques i materials dissenyats ad hoc pel professorat que treballa en col·laboració. La recerca comprèn una crònica documentada del desenvolupament del programa experimental i l'estudi aprofundit de la tasca Think and Discuss

Despite the surge of Content and Language Integrated Learning (CLIL) studies in many areas, assessment practices in CLIL contexts are considered to be much unaccounted for (Poisel, 2007; Hönig, 2009, Maggi, 2012). This paper intends to become a contribution to this area and addresses the issue by approaching to the case study of a Science through English CLIL unit implemented on a state-funded secondary school in Barcelona, Spain. The paper focuses on the written test of the unit and analyzes the students’ responses and degree of satisfaction of the teacher after implementing and correcting the test, which provides valuable insights in the light of teacher development and offers a snapshot of CLIL assessment practices and their effects. The results present a close look at the teacher’s attitude towards content and language errors and points out the lights and shadows of assessment in CLIL while highlighting the need of disclosing further assessment practices in similar contexts., A pesar de la oleada de estudios sobre Aprendizaje Integrado de Contenido en Lengua Extranjera (AICLE) en varias áreas, las prácticas de evaluación en contextos AICLE continúan siendo escasas (Poisel, 2007; Hönig, 2009, Maggi, 2012). Este estudio pretende contribuir a este apartado y trata el problema acercándose a un estudio de caso situado en una unidad de Ciencias a través de Inglés AICLE implementado en una escuela secundaria pública en Barcelona, España. El estudio se centra en el test escrito de la unidad y analiza las respuestas de los alumnos y el grado de satisfacción del profesor tras implementar el test, lo cual ofrece la captura de una práctica de evaluación AICLE y sus efectos. Los resultados presentan un acercamiento a la actitud del profesor hacia errores de contenido y lengua y muestra las luces y las sobras de la evaluación AICLE, a la vez que resalta la necesidad de divulgar más prácticas de evaluación en contextos similares., Tot i la onada d’estudis sobre Aprenentatge Integrat de Continguts en Llengua Estrangera (AICLE) en varies àrees, les pràctiques d’avaluació en contexts AICLE continuen sent escasses (Poisel, 2007; Hönig, 2009, Maggi, 2012). Aquest estudi pretén contribuir a aquest apartat i tracta el problema apropant-se a un estudi de cas situat a una unitat de Ciències a través de l’Anglès AICLE implementada a una escola secundària pública a Barcelona, Espanya. L’estudi es focalitza en el test escrit de la unitat i analitza les respostes dels alumnes i el grau de satisfacció del professor després d’implementar el test, el qual ofereix una captura d’una pràctica d’avaluació AICLE i els seus efectes. Els resultats presenten un apropament a l’actitud del professor envers les errades de contingut i llengua i mostra les llums i ombres de l’avaluació AICLE, a la vegada que ressalta la necessitat de divulgar més pràctiques d’avaluació en contexts similars.

Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.

A common teachers’ concern is how to increase students’ motivation, selfesteem and autonomy, as they are vital to generate lifelong learning skills. In addition, there is a tendency in science education to reinforce scientific areas such as Science, Technology, Engineering and Mathematics (STEM) due to their importance in the future of our society. Project Based Learning (PBL) is a methodology that fosters students’ motivation towards learning science, and at the same time, it promotes the development of life-long and creative skills. Therefore, PBL provides the necessary change from traditional teaching to student centred learning. On the other hand, nowadays English is a paramount skill, thus, considering bilingual classrooms, we need to motivate students for learning both content and language. An effective and innovative way to do it is by introducing the CLIL approach in the classroom, because it challenges students and develops high order thinking skills. Consequently, the combination of CLIL and PBL methodologies can be a powerful motivational instrument for bilingual education in any subject. This intervention proposal is designed as an attempt to show, firstly, how to change students’ perceptions of learning Physics and Chemistry (P&C) and Foreign Languages (FL), and secondly, to change traditional teaching in P&C subject. The proposal is based on the combination of CLIL and PBL methodologies in the P&C classroom, in the 2nd level of Compulsory Secondary Education. The project arose linked to two facts: firstly, most of the contents of P&C subject in this level are mainly devoted to the matter, their structure and the periodic system; secondly, 2019 has been proclaimed the International Year of the Periodic Table of Chemical Elements by the United Nations General Assembly and UNESCO (UNESCO, 2019a). The project involves three stages: (1) the creation and assembling the Periodic Table; (2) Students’ researches and presentations related to chemical elements and their uses; (3) the generation of a Google site associated to The Periodic Table, where the students will incorporate their investigations and works. The Periodic Table of Chemical Elements is one of the most important achievements in all areas of science, and students will have the opportunity to be aware of that by creating their own table, and by investigating about the chemical elements.

The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets. El auge del bilingüismo ha hecho necesario que los sistemas educativos experimenten cambios estructurales para adaptarse a las nuevas situaciones. Entre estos ajustes se encuentran la mejora de la formación lingüística del profesorado, la adopción de métodos docentes alternativos, el aumento del uso de las TIC y de materiales propios, la integración curricular de lenguas y contenidos y la creación de criterios de evaluación basados en competencias. Para evaluar la profundidad de esta transformación y el verdadero efecto que ha tenido en los estudiantes y los centros educativos, se necesita una observación prolongada que abarque un periodo de tiempo lo suficientemente amplio. Tras dos décadas de educación bilingüe en Andalucía —la comunidad autónoma del sur de España—, este artículo pretende describir la implantación del Programa Bilingüe tal y como la perciben los agentes del cambio: el profesorado. Los profesores de Lengua Española (L1), los de Lengua Inglesa (L2) y los de áreas no lingüísticas han adoptado diferentes prácticas y manifiestan por tanto opiniones ligeramente distintas. Sin embargo, existe un consenso generalizado en cuanto a los beneficios que ofrecen la metodología AICLE y la educación bilingüe. En este artículo presentaremos las percepciones del profesorado del Programa Bilingüe de Andalucía sobre cada uno de los aspectos anteriores y, basándonos en estas, defenderemos la metodología AICLE de las críticas más recurrentes de sus detractores.

Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness.

[EN]English and Chinese are the two most widely spoken languages in the world. The United States and China, as the two most powerful countries in the world, have experienced many changes in political and economic status in the few past decades, which leads to a new social phenomenon: that English and Chinese are two of the most demanded foreign languages in non-English-speaking and non-Chinese-speaking countries. As more people around the world are starting to study English and Chinese as a foreign language, there has been a growing interest in developing new methodologies which can facilitate the acquisition of these languages. The aim of this thesis is to try to find a compatible method of foreign language teaching and learning that will contribute to the body of knowledge being created around the teaching of these two great languages. Furthermore, it seeks innovative teaching methods that would provide for Teaching English as a Foreign Language (TEFL) and Teaching Chinese as a Foreign Language (TCFL) in such a way as to increase the time available for the natural practice of language skills in class. Two prevalent foreign language teaching methods were selected to be combined for this goal: Task-based Language Teaching (TBLT), representing task-centered FL teaching methods, and Content and Language Integrated Learning (CLIL), one of the current new FL teaching methods. In addition, this thesis also examines whether the TBLT-CLIL combinations would provide some stimulation in TEFL and TCFL or in any other foreign language teaching field, by exposing their particular features to class experiments. The main aim was to show empirical evidence for the extent to which the combination of TBLT and CLIL could improve FL learners’ motivation to learn the target foreign language naturally. This evidence was sought through class experiments. The other concern was to provide a compatible methodology for FLT researchers and teachers to explore, research and use in all foreign language classrooms, while at the same time stimulating researchers to seek improved foreign language teaching approaches based on this study. Twelve groups, aged between 14 and 22, from five universities and schools in four countries participated in 20 classroom experiments for the two new proposed TBLT-CLIL combinations. After detailed introduction and comparisons of TBLT and CLIL, a questionnaire produced basic information on each participant such as age, gender and linguistic background, before class experiments began. During each experiment a class observation report was produced to record class performance, and post-experiment participant satisfaction evaluation forms were collected. The analysis of all classroom experiments showed some improvements in the two TBLT-CLIL combinations in language skill competence and in FL learners’ motivation regarding target foreign language and subject content compared with their previously used teaching methods. It was the intention of this study to analyze the data as produced, rather than to compare them to other data. Therefore, neither its findings nor conclusions are necessarily generalizable to other contexts and should only be viewed as tentative recommendations that can be taken into account when teaching EFL or CFL or any other foreign languages. The perspective intends to be an open field and topic, requiring further research from future pioneers in the foreign language teaching field.

L'internationalisation des formations revêt plusieurs formes. La mise en place de cours de nombreuses disciplines universitaires en langue étrangère en fait partie. Les raisons politiques (attractivité internationale, professionnalisation) sont claires et consensuelles. Mais la question essentielle reste de savoir si l'enseignement d'une discipline dans une langue étrangère est synonyme à la fois d'un meilleur apprentissage du contenu disciplinaire et de la langue étrangère. Un état de l'art du domaine et une réflexion sur les fondements théoriques de ces pratiques ont mené à la mise en place d'expérimentations contrôlées, qui permettent de mieux comprendre ce qui se joue sur le plan cognitif, lorsque la langue et le contenu disciplinaire doivent être appris simultanément. De ces résultats empiriques découlent certaines pistes d'aménagement didactique pour les cours en langue étrangère. Les enseignants de langues pour spécialistes d'autres disciplines ont alors un rôle important à jouer pour que ces pratiques participent à une internationalisation réussie. Internationalization takes many forms. Teaching academic content through a foreign language is one of them. The political reasons (international attractiveness, professionalization) are clear and consensual. But the essential question remains whether teaching content through a foreign language can lead to better learning of the disciplinary content and of the foreign language itself. A critical review of the current research and a reflection on the theoretical foundations of these approaches led us to conduct controlled experiments that provide a better understanding of the cognitive processes involved when language and content are to be learnt simultaneously. Further to these empirical results, pedagogical recommendations for teaching content through a foreign language are provided. Language teachers for specialists of other disciplines have an important role to play in ensuring that these kinds of approaches contribute to successful internationalization.

The present article addresses the integration into the syllabus of Computer Assisted Language Learning (CALL), and particularly of Information and Communication Technologies (ICT), as a measure to achieve full normalization. After reviewing distinct phases in the history of CALL, we briefly describe a model of an ICT-task within a Content and Languate Integrated Learning (CLIL) framework. The task is conceptualized here as a means for syllabus organization into which the new technologies are naturally integrated. Este artículo se centra en la integración dentro del syllabus del Aprendizaje de Lenguas Asistido por Ordenador (ALAO), y en particular de las Tecnologías de la Información y Comunicación (TICs), como vía para conseguir su normalización. Después de revisar las distintas fases en la historia del ALAO, describimos brevemente un modelo de tarea basada en las TICs dentro de un marco de Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE). La tarea en este marco es una unidad de organización de contenidos del syllabus que integra de forma natural las nuevas tecnologías. Cet article explore la question de l'intégration de Apprentissage de Langues par Ordinateur (ALAO) dans le syllabus comme un moyen d'atteindre une normalisation complète. Après avoir examiné les différentes étapes de l'histoire de l'ALAO, nous décrivons brièvement le modèle de tâche basée sur les Nouvelles Technologies de l’Information et de la Communication (NTIC) au sein d'un contenu du l’Enseignement De Matieres Par Integration D'une Langue Étrangère (EMILE). La tâche dans ce contexte est une unité organisationnelle du contenu du programme qui intègre naturellement les nouvelles technologies.

Resumen basado en el de la publicación Se presenta una experiencia didáctica para 3.º de primaria desarrollada en el CPEIP San Miguel de Noáin (Navarra), en la que las áreas de lengua inglesa, ciencias sociales, matemáticas y educación artística son integradas en una metodología CLIL (Language and Content Integrated Learning). El alumnado utiliza el inglés como una herramienta para obtener conocimientos sobre los diferentes periodos históricos y para desarrollar otras competencias como la matemática y la artística. Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; biblioteca@educacion.gob.es ESP

The following article collects information on current experience and state of the art of CLIL methodology in vocational schools across selected countries of the European Union, namely Poland, Austria, Romania, and Spain. Relevant issues, both general and country-specific, are outlined. The analysis suggests that CLIL is the natural ally of vocationally-oriented education, therefore all attempts to introduce CLIL into vocational schools’ classrooms should be valued, Artykuł prezentuje informacje na temat aktualnego stanu wiedzy o metodologii CLIL oraz poziomu jej wdrożenia w szkołach zawodowych w wybranych krajach Unii Europejskiej, a mianowicie w Polsce, Austrii, Rumunii i Hiszpanii. Przedstawiono istotne kwestie zarówno ogólne, jak i specyficzne dla danego kraju. Przedstawiona analiza sugeruje, że CLIL jest naturalnym sprzymierzeńcem edukacji zorientowanej zawodowo, dlatego wszelkie próby wprowadzenia CLIL do sal lekcyjnych szkół zawodowych powinny być traktowane przez decydentów priorytetowo

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish learners of different ages, but all with 734 hours of instruction in English as a Foreign Language (EFL): a CLIL (Content and Language Integrated Learning) group in primary education and a non-CLIL (or EFL) group in secondary education. Most students in both groups were found to be highly motivated. The primary CLIL group slightly overcame the secondary non-CLIL group with respect to the mean general motivation but this is a non-significant difference. The secondary group surpass significantly the primary group in receptive vocabulary size. No relationship between the receptive vocabulary knowledge and general motivation is found in the primary CLIL group. On the other hand, a positive significant connection, although a very small one, is identified for the secondary non-CLIL group. We will discuss on the type of test, the age of students and the type of instruction as variables that could be influencing the results.

Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.

The central purpose of this Master's Intervention proposal is to demonstrate that the use of illustrated tales as a teaching didactic material in the Primary Education classroom following CLIL (Content and Language Integrated Learning) is a very appropriate and effective idea for learning the English language in any subject. The use of illustrated tales inside a CLIL classroom will help us to form a perfect environment for the development of the critical and meaningful learning. For this reason, illustrated tales are a creative way to connect the student's learning with their real life. Throughout this work, we will find important aspects such as positive and negative features that may occur in the learning of the English language. We will be analyzing the advantages of using illustrated tales in students’ learning that can be developed working with multiple intelligences (MI) with illustrated tales for the teaching of a foreign language as an educational resource inside and outside the CLIL classroom that promotes enthusiasm, leadership, motivation, and positivism in students. To conclude, a creative didactic proposal will be presented and evaluated designed for the students of the first years of Primary Education.

[ES]Hoy en día la necesidad de una educación bilingüe es un imperativo compartido, especialmente en los países europeos. Nuestra sociedad de la comunicación e información evoluciona vertiginosamente y exige nuevos programas educativos que desarrollen competencias consonantes con las tendencias globalizadoras, entre las que destaca la comunicación intercultural, que constituye la base de la enseñanza bilingüe. CLIL (Content and Language Integrated Learning), es un enfoque pedagógico innovador que aporta una perspectiva diferente al uso de las lenguas en educación a través de un doble propósito, el de enseñar lenguas y contenidos curriculares, y hacerlo de forma simultánea. El presente trabajo tiene como finalidad exponer las principales características de la metodología CLIL, y aportar ejemplos de actividades y recursos CLIL de diseño propio, tomando como inspiración la experiencia educativa vivida durante el Practicum II en la ciudad británica de Coventry, con el fin de implementarlas en el aula de Science en Educación Primaria, atendiendo al curso educativo que me fue asignado y al eje temático propuesto como ilustración, “Los Hábitats Naturales”., [EN]Nowadays the need for a bilingual education has become a shared imperative, especially in European countries. Our information and communication society is evolving so fast that new educational programs are required to develop the competencies that may meet the challenges posed by major globalization trends, including intercultural communication, which is the basis of bilingual education. CLIL (Content and Language Integrated Learning) is an innovative approach that provides a different perspective on the use of languages in education through a dual focus seeking to teach languages and curricular content simultaneously. This dissertation aims both to introduce the main characteristics of the CLIL methodology and to introduce examples of homemade activities and resources, taking as inspiration the educational experience lived during my teaching placement (Practicum II) in the city of Coventry, in the UK. All of them have been designed for the topic of “natural habitats” within the subject of Science in Primary Education, following children’s age and school stage criteria.

In an increasingly global and mobile society, we are faced with greater cultural diversity both in our professional and private lives. As a result of this, more and more emphasis is being placed on the need for intercultural awareness, adaptation and respect for cultural differences. This is reflected in the updated (2013) Higher Education (HE) curriculum for the two-year Business Administration and Management program in France, which now includes an intercultural communicative language teaching strand for Business English (BE) classes. For English language teachers, the real challenge is to find a meaningful and entertaining way to sensitize learners to the complexities of this topic, while assisting them in the development of their professional English and metacognitive skills. This teaching note investigates the implementation and results of pedagogical method which involves a group of first year business students for a professional peer collaborative role-play activity by means of the Content and Language Integrated Learning (CLIL) approach. Dans une société de plus en plus mobile et globalisé, nous sommes confrontés à une plus grande diversité culturelle dans nos vies professionnelles et nos vies privées. Pour cette raison, l'accent est mis de plus en plus sur la nécessité d'une sensibilisation interculturelle et l'adaptation, ainsi que le respect des différences culturelles. Cela se reflète dans le programme de l’Enseignement supérieur en France qui a été mis à jour en 2013 pour le programme d'administration et de gestion des entreprises de deux ans, qui intègre désormais la communication interculturelle au cours d'anglais des affaires. Pour les enseignants, le véritable défi est de trouver une manière significative et ludique pour sensibiliser les apprenants à la complexité de ce sujet, tout en les aidant dans le développement de leurs compétences linguistiques et métacognitives en anglais professionnel. Cet article examine la mise en œuvre et les résultats d’une méthode pédagogique qui implique un groupe d'étudiants de première année en cours d’anglais des affaires lors d’un jeu de rôle dans le contexte d'une approche de l'apprentissage des langues intégré (Emile).

This paper caters for some insights into the influence of 6th graders’ gender and motivation on their knowledge of receptive vocabulary in EFL in CLIL. This study delves into learners’ gender variation in EFL receptive vocabulary size and in motivation types towards EFL, and it explores the connection between learners’ motivation towards EFL and their receptive vocabulary size. No statistically significant results are found on gender differences in vocabulary size. Females are significantly more intrinsically motivated than males. No correlation is identified between receptive vocabulary size and intrinsic and extrinsic motivation. The effect of CLIL is discussed here, among others.Título en español: “Variables individuales y contextuales en el vocabulario receptivo de Inglés como lengua extranjera: análisis del efecto del género y la motivación en alumnos AICLE de primaria”.Resumen: Este estudio explora posibles diferencias según la variable género en el tamaño del vocabulario receptivo de alumnos de 6º de educación primaria y sus niveles de motivación hacia el inglés como lengua extranjera. Asimismo, explora la conexión entre dicha motivación y el número de palabras que se conocen receptivamente. No hay diferencias entre chicos y chicas en los resultados de vocabulario receptivo. Las chicas están intrínsicamente más motivadas que los chicos. No hay correlación entre el número de palabras que chicos y chicas conocen receptivamente y los tipos de motivación. El efecto de AICLE en los resultados, entre otros, es objeto de discusión.

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intact groups of participants who were in their 5th year of primary education (10- 11 years old). One group (n=50) served as the experimental group and the other one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time. En los últimos 25 años, el estudio sobre estrategias de aprendizaje ha sido foco de interés en investigación, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y cómo pueden mejorar el conocimiento de las mismas. Aunque la investigación sobre estrategias de aprendizaje ha sido importante, existe un número mucho más reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavía menos en el caso de terceras lenguas (L3). Este artículo busca llenar este vacío al analizar los resultados de un entrenamiento estratégico de comprensión lectora con estudiantes jóvenes de inglés como L3 en un contexto multilingüe (español-euskera-inglés) en el País Vasco. Nuestro estudio sigue un diseño de pretest-posttest, con dos grupos de estudiantes de 5º curso de Educación Primaria Obligatoria (EPO) (10- 11 años), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibió un entrenamiento estratégico en comprensión lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y después del entrenamiento. Los resultados señalaron que los estudiantes que recibieron el entrenamiento estratégico confirmaron hacer uso de un mayor número de estrategias lectoras tras la intervención, aunque esa tendencia no se mantuvo a lo largo de los dos años de instrucción. Ministerio de Economía y Competitividad MINECO FFI2012-31811 Departamento de Educación, Universidades e Investigación del País Vasco IT904-16 MINECO/FEDER FFI2015-63715-P

Este trabajo se enmarca en el ámbito de la adquisición del español como lengua extranjera con fines académicos, de creciente interés por el auge de los intercambios universitarios y la internacionalización de nuestro alumnado. Esta especialidad se ha ido afianzando desde los primeros estudios de Vázquez (2001, 2004, 2005) y está cobrando gran relevancia en los últimos años. Desde el grupo de investigación ACQUA, venimos trabajando en esta línea desde 2010 mediante la realización de Cursos de Español académico para estudiantes extranjeros, que van por su sexta edición (Gil del Moral 2014), así como a través de tres Redes de Investigación en Docencia Universitaria, a partir de 2013 (Pastor 2015a, 2015b, 2016). Partiendo de este marco, los objetivos de este trabajo son, en primer lugar, analizar la recepción de la Guía académica para estudiantes internacionales de la Facultad de Filosofía y Letras, que fue resultado de la segunda de las Redes citadas y, en segundo lugar, determinar sus beneficios de cara a la adquisición de la lengua y el rendimiento académico. Para la obtención de los datos hemos empleado una metodología mixta, a través de un cuestionario con preguntas abiertas y cerradas para el alumnado de intercambio internacional de la Facultad de Filosofía y Letras de la UA durante 2015-16. Los resultados evidencian la utilidad de la Guía, que ha obtenido por parte del alumnado una valoración positiva, lo cual impulsa su mejora y futura implementación. This study is carried out in the field of the Acquisition of Spanish as a Foreign Language (SFL) for academic purposes, a growing interest área due to increasing university exchanges and the internationalisation of our students. This field has been gained momentum since the Vázquez’ first studies (2001, 2004, 2005) and is becoming more important in recent years. At the University of Alicante (UA), within the research group on Acquisition and Teaching of Second and Foreign Languages (ACQUA), we have been working along these lines since 2010 through offering Courses of Academic Spanish for foreign students, which go for their sixth edition (Gil del Moral 2014), as well as through three Research Projects on university teaching, during the academic years 2013-14, 2014-15 y 2015-16 (Pastor 2015a, 2015b, 2016). Building on this framework, this paper aims, firstly, to analyse the reception of the Guía académica para estudiantes internacionales of the Faculty of Arts (FA), which was the result of the second Research Project mentioned and, secondly, to determine its benefits for the acquisition of the language and the academic performance. This mixed method study obtained the data through an opened-ended questionnaire for the international exchange students of the FA at UA during the first and second semester of the current academic year 2015-2016. Results show the usefulness of the Guía, which have been valued positively by the students.

[ES]El presente trabajo pretende mostrar la importancia del trabajo autónomo y cooperativo en la metodología CLIL (Content and Language Integrated Learning). Para ello, se introducen las características principales de CLIL y se presenta un estudio comparativo entre dos centros (uno español y otro de británico) de Educación Primaria para comprobar en qué medida responden al enfoque de enseñanza CLIL. A través de una lista de control y mediante el comentario cualitativo de evidencias y ejemplificaciones, se han extraído conclusiones que permiten recoger aspectos de una enseñanza efectiva de contenidos curriculares en lengua inglesa como lengua materna (L1). Se destacan elementos lingüísticos, pero también metodológicos, que tienen como eje la autonomía y la cooperación, susceptibles de ser transferidos a las secciones bilingües de los centros escolares de nuestro país que imparten materias de lengua inglesa y en lengua inglesa como idioma extranjero y contribuir de ese modo a una mejora educativa de las mismas., [EN]This minor dissertation aims to show the importance of autonomy and cooperation within the CLIL approach. The main features of this integrative approach have been introduced together with a comparative study of two Primary schools (one Spanish and one British) so as to examine the extent of their implementation of CLIL. Thus, through both a checklist of CLIL indicators and the qualitative analysis of and reflection on collected evidences, a series of conclusions have been drawn which allow us to take advantage of key aspects of an effective teaching of curricular content in English as L1 in UK primary school settings. Both linguistic and methodological elements featured by autonomy and cooperation at their core are highlighted, many of which are potentially transferable to the bilingual sections of primary schools within the Spanish system of education where English is taught simultaneously as a subject (L2) and as the vehicle to teach other non-linguistic subjects, which can make an effective contribution to the improvement of bilingual education in Spain.

El término AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) identifica a cada práctica educativa en todos los niveles de la enseñanza, en el que una lengua adicional, que no es el primer idioma de uso corriente por el alumno, se convierte en un medio de aprendizaje del idioma de los contenidos. La adquisición de lenguas extranjeras se considera, en esta perspectiva, no un fin, sino un medio de conocer otros contenidos. Partiendo de estas premisas se llevó a cabo esta investigación que contó con la participación de seis institutos incluyendo en el territorio de la provincia de Ravenna. El objetivo era comprender qué efectos pueden tener la enseñanza en una lengua extranjera de materias no lingüísticas, como la ciencia, la historia, geografía, arte, música y educación física en la escuela primaria. Los efectos se evaluaron en el desarrollo de la competencia lingüística y comunicativa en la lengua extranjera utilizada en la disciplina y el conocimiento transmitido por el lenguaje. La encuesta mostró que el uso de AICLE desde la Escuela Primaria contribuirá a: • mejorar el aprendizaje de una lengua extranjera utilizada como un medio para aprender y profundizar en el conocimiento de otras disciplinas, como la mejora de su capacidad de expresar lo que ha aprendido; • fomentar la visión de aprendizaje multidisciplinario y una visión compleja de la realidad; • promover el interés y la motivación para aprender un idioma extranjero, incluso en los DSA y BES alumnos, creando contextos reales de aprendizaje; • fomentar el espíritu de la socialización y la cooperación dentro de la clase. • desarrollar una mentalidad intercultural y sensible a la diversidad de puntos de vista. Para llevar a cabo la encuesta es un proyecto fue elaborado que ha obtenido financiación del Ministerio de Educación y la colaboración de la Universidad Ca 'Foscari de Venecia para la preparación metodológica de los profesores y para la elaboración de los cuestionarios de la encuesta. Para medir y comparar las variables se utilizó recogidos a través de cuestionarios administrados a los profesores y estudiantes del programa estadístico SPSS. Los datos procesados por el programa han demostrado que el enfoque AICLE y estrategias innovadoras que adopta esta metodología, han motivado y entusiasmado tanto a los profesores y estudiantes que participaron en la investigación y la producción de resultados positivos y duraderos., The term CLIL (Content and Language Integrated Learning) identifies each educational practice at all levels of schooling, in which an additional language, that is not the first language customarily used by the learner, it becomes a means of learning of language content. The acquisition of foreign languages is considered, in this perspective, not an end but a means of learning about other content. Starting from these premises was conducted this research, which saw the participation of six Comprehensive Institutes well-rooted in the territory of Ravenna and where the teaching of English has particularly stressed for years. The research aimed at analyzing the effects of the teaching of non-linguistic subjects, such as: science, history, geography, art, music, physical training, to pupils of the Primary School, in a foreign language. The effects were evaluated on the basis of the development of the linguistic and communicative competence in the foreign language used in studying school subjects. The results of the experiment showed that the use of CLIL methodology starting from the Primary School contributes: To reinforce the learning of a foreign language used as a medium to learn and deepen the knowledge of other subjects, improving the capacity of speaking about school subjects matters in a foreign language. To promote the interest and motivation to learn a foreign language even in the DSA and BES pupils, creating real learning contexts; To foster the spirit of socialization and co-operation among the students of the same class. To develop an intercultural mentality, sensitive to the various viewpoints. To carry out the research was prepared a project that was funded by the Ministry of Education and the University Ca’ Foscari of Venice that cooperated for the methodological training of teachers and the drafting of the survey questionnaires. SPSS statistic software was used to evaluate and compare the variables found both in the teachers’ and students’ questionnaires. The project data processing pointed out that the usage of CLIL e its innovative strategies motivated and aroused both the teachers’ and students’ enthusiasm applied to the research, giving positive and lasting results.

RESUMEN: Con este Trabajo de Fin de Máster pretendemos realizar un estudio sobre el diccionario como recurso para el aprendizaje en el aula de segundas lenguas. En un primer momento, revisaremos la definición de diccionario y haremos un recorrido por su tipología y uso con el fin de determinar cuál nos interesa más para nuestra propuesta didáctica. Posteriormente, explicaremos en qué consiste el Aprendizaje Cooperativo (AC), el Aprendizaje Basado en Proyectos (ABP) y el Aprendizaje Integrado de Contenidos en Lengua Extranjera (AICLE), metodologías clave que nos permitirán llevar a cabo el proyecto que detallaremos más adelante. También haremos hincapié, además de en su definición, en los principios por los que se rigen así como en las características que las definen. Por último y tras la revisión bibliográfica sobre estos ejes centrales, desarrollaremos una propuesta didáctica que consiste en la realización de un diccionario que podría emplearse como recurso de apoyo en el aprendizaje de aquellas materias que se imparten en segundas lenguas. ABSTRACT: In this paper we seek to carry out a study of the dictionary as a resource for learning in second language classrooms. Firstly, we will review the definition of dictionary and look in detail at its typology and uses in order to determine which one best suits our didactic proposal. Afterwards we will explain what Cooperative Learning (CL), Project-Based Learning (PBL) and Content and Language Integrated Learning (CLIL) are all about; these key methodologies will allow us to implement the project that we will detail further on in this paper. We will also highlight, in addition to their definitions, the principles behind each of them as well as their main characteristics. Finally, after reviewing the literature on these central axes, we will develop a didactic proposal that consists in the creation of a dictionary that could be used as a support resource for learning those subjects that are taught through second languages. Máster en Formación del Profesorado de Educación Secundaria

This paper presents the results of an empirical study designed to map German language proficiency among students at Czech universities of business and management. The results of this empirical survey can be summarised as follows. First, the ability of students at Czech universities of business and management to communicate in German is poor, and exceeds the general German language proficiency of the Czech population only to an insignificant extent. Second, the school environment (the opportunity to learn the language, compulsory subject, language study motivation) has a decisive influence on the respondents ability to communicate in German. Third, nearly three-quarters of the respondents perceive German as a language that is very or rather important for their profession and career growth. Fourth, almost two-thirds of the respondents consider the role played by a university of business and management in the improvement of German language proficiency rather or very important. In conclusion, the study proposes directions for the potential development of the national educational system in the area of German language proficiency of university graduates in business and management in the Czech Republic, with an emphasis on the concept of content and language integrated learning (CLIL). V přípspěvku jsou prezentovány výsledky empirického výzkumu, jehož hlavním cílem bylo identifikovat kompetenci studentů ekonomicky zaměřených oborů v České republice komunikovat v německém jazyce a následně vnímání její důležitosti pro jejich karierní rozvoj.

English for Specific Purposes (ESP) courses are present within most non-linguistic undergraduate studies offered in Spain. In particular, the University of C&aacute, diz has a wide range of ESP teaching being delivered in the four campuses of the institution. Whereas this ESP instruction is thought as a way to help students develop language skills to be applied to their career paths, this very practical and useful goal may not be easily recognized by certain students. While previous research has revealed students&rsquo, attitudes towards learning ESP were generally positive, little has been said on their progression throughout the whole course. The aim of the present paper is to identify Law students&rsquo, approaches to a Legal English course taught through a specific methodology. Certain teaching strategies, which are also characteristic of the Content and Language Integrated Learning approach, were applied. For that purpose, the opinions of 88 respondents were collected and analysed during the second phase of their ESP course. Results revealed that although students showed a certain level of rejection before the course started, once they became well aware of the teaching methodology, their opinion changed positively. This would definitely be influenced by promoting students&rsquo, motivation, as well as the teaching methodology applied.

T opicality of the problem is determined by several factors as well as the amendments on the Education Law and the General Education Law, which provide for a gradual transition to the acquisition of general secondary education in Latvian only, educational content reform and teachers experience to work in an ethnically and linguistically heterogeneous environment. The aim of the study is to analyse comprehensive school teachers theoretical background and practice experience to work in the content and language integrated teaching and learning approach. Because language not a subject only but a mean of acquiring other subjects in the comprehensive school, too, all teachers need theoretical knowledge and practical experience to plan and carry out two important tasks in the teaching/learning process – to help to students to acquire different subjects content and purposefully to use language for this. The research methods are analyses of theoretical literature and interviewing combined with classroom observations results. According research results the most important problems are insufficient knowledge about language role for acquisition of content , insufficient cooperation between teachers, part - understood issue, how to work with different texts as well as necessity to change attitude towards the pedagogical process and responsibility for learning outcomes.

This paper reports on a study of the interactions between text chat and audio modalities in L2 interaction in a synthetic (virtual) world and observes whether the text chat modality was used for corrective feedback and the characteristics of the latter. This is examined within the context of a hybrid Content and Language Integrated Learning design workshop. This course involved 17 students of architecture whose L2 was either French or English and for which the synthetic world environment Second Life was employed for distance language sessions. Using multimodal transcriptions of the interaction data from these sessions, it was found that text chat was employed for content-based interaction concerning the task as well as feedback concerning non-target-like errors in the audio modality. Feedback predominantly concerned lexical errors and was offered in the form of recasts. The multimodality of the environment did not appear to cognitively overload students who frequently responded in the audio modality to corrective feedback offered in the text chat. The study highlights the need to train language tutors who wish to exploit synthetic worlds to use the text chat in parallel with the audio to support learners' verbal production with respect to verbal participation and proficiency.

Even in an educational system which imposes many formal restrictions, has limited financial resources and is not renowned for its success at language teaching and learning, English Medium Programmes (EMP) implementing a CLIL approach can be successful. This success depends on multiple factors: the support of management at all levels; a belief in the (added) value of EMPs; determination to identify and achieve shared objectives; an awareness in all stakeholders of what EMPs entail with particular consideration of the implications of teaching/learning in an “international” classroom; and a high degree of interaction and cooperation between discipline teachers and language teachers. Only when this cooperation is fully operational can we talk about CLIL rather than ESP/EAP running alongside the core disciplines of the EMP. This paper outlines the pitfalls, challenges and achievements of the transformation of an Italian “Laurea Specialistica” into an International English Medium CLIL Programme. Même dans un système éducatif imposant beaucoup de contraintes formelles, dépourvu de ressources financières importantes et loin d’être réputé pour l’enseignement et l’apprentissage des langues, les programmes d’études intégrés en anglais (PEIA) s’appuyant sur l’approche EMILE peuvent aboutir à de bons résultats. Leur succès dépend de plusieurs facteurs, parmi lesquels le soutien des gestionnaires à tous les niveaux, la confiance en la valeur (ajoutée) des PEIA, la volonté d’identifier et de parvenir à des objectifs communs, une prise de conscience collective de l’enjeu des PEIA - nommément les implications spécifiques de l’enseignement/apprentissage dans un contexte international – et enfin, un niveau élevé d’interaction et de coopération entre les enseignants de langues et les enseignants des autres disciplines. Seule une coopération effective permet de réfléchir en termes d’EMILE, par opposition à l’anglais académique en parallèle aux disciplines fondamentales des PEIA. Cet article met en évidence les dangers, les défis et les réalisations de la transformation d’une Laurea Specialistica italienne en un PEIA international.

Deux expériences d’Enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) – le semestre international et la licence professionnelle ‘Management Appliqué au Développement Durable’ – ont récemment été mises en place à l’IUT Paris Descartes. L’objectif de cet article est de présenter quelques questions de méthodes que nous nous sommes posées au lancement de ces formations en anglais : quels enseignants de spécialité recruter ? Quelle pédagogie favoriser ? Quels critères adopter dans la sélection des étudiants pour ces parcours de formation ? Two experiments of Content and Language Integrated Learning – CLIL – (the International Semester and the Vocational BA in Management applied to Sustainable Development) have recently been introduced at the Paris Descartes University (IUT). The objective of this article is to show a few methodological questions we considered at the start of these two curricula taught in English: What specialist teachers should we recruit? What pedagogical methods should we develop? What criteria should we adopt to select the students?

Ce mini projet est exploitable en classe de FLE auprès d’un public d’apprenants de niveau A2. S’inscrivant dans une perspective actionnelle, il a pour but de faire découvrir les transports en France en impliquant les apprenants en tant qu’acteurs de leur apprentissage. Grâce à des documents authentiques et à des activités variées, nos apprenants se sont familiarisés avec les transports parisiens, les sites de réservation en ligne tout en développant des notions grammaticales ainsi que des compétences méthodologiques et sociales. Enfin, ce mini projet a conduit à la production d’un court métrage qui faisait appel à la créativité des apprenants tout en sollicitant leurs connaissances linguistiques et socio-culturelles. Ce court métrage, qui a fait l’objet d’une auto et d’une hétéro-évaluation des apprenants, constitue également une base de données ré-exploitable dans une autre classe de FLE. This mini project can be applied to A2 level learners in FFL (French as a Foreign Language) classes. It aims to present the public transport means in France to the learners by involving them as actors in the learning process and therefore adopting an action-orientated learning approach. Our learners familiarized themselves with the public means of transport in France and the online booking websites using authentic material and related activities. They also developed linguistic skills, as well as methodological and social competences. Finally, this mini project led to the creation of a short video which increased the learners’ creativity and improved their linguistic and socio-cultural abilities. This short video, which was used by the learners for self-evaluation and peer-evaluation, is also useful reference material for other FFL classes.

Resumen basado en el del repositorio UVaDoc Máster en profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas. Especialidad Física y Química Se explora la definición de bilingüismo y se aporta una visión general del funcionamiento de los Programas Bilingües en España, con especial atención a los existentes en la comunidad de Castilla y León (Sección Bilingüe del British Council y Secciones Bilingües). La primera parte recoge las ventajas que tiene impartir clases de ciencias en inglés y los obstáculos que hay que superar. El trabajo se centra en la enseñanza bilingüe de Ciencias en la comunidad de Castilla y León, utilizando el método CLIL (Content and Language Integrated Learning), también conocido como método AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) como estrategia metodológica. Se presenta una propuesta práctica de una unidad didáctica en inglés correspondiente a la asignatura de Física y Química para un nivel de 4ºESO. La unidad elegida es “Describing motion” (El movimiento). En ella aparecen recogidas las actividades de enseñanza-aprendizaje, planteamiento metodológico, contenidos, objetivos, temporalización y evaluación, junto con un desarrollo detallado de la misma. Castilla y León ESP

Nowadays the concept of intelligence has changed, and a significant number of schools are changing their educational approach around the world too. Similarly, foreignlanguage acquisition has achieved a great importance in the majority of European curriculum. It is for this reason that CLIL approach and the application of multiple intelligences (MI) theory are increasing their presence in the schools. We consider that both, CLIL approach and MI theory should work together, and we discover there are many different ways to do it. Consequently, the aim of our proposal is to make CLIL learners aware of their MI profile and be able to choose suitable learning strategies according to it. Our proposal is divided in several sections, providing CLIL learners with the opportunity of using their eight intelligences for learning a curriculum topic before learning about MI theory. It also includes a design to teach primary students about MI theory and how to choose learning strategies according to their MI profile, as well as questionnaires to assess the effectivity of our proposal when implemented. Therefore, this consists in the design of a CLIL module for primary education, two sessions about multiple intelligences theory and learning strategies and two questionnaires. To support our proposal, we have made a review of learning strategies, learning styles, MI theory and CLIL literature. We address the main features of all these concepts and explain the connection between MI theory and learning styles, and how both theories can support learning strategies selection. Finally, we contemplate the possibility of adapting the proposal to higher levels of education, subjects and topics. Secondary education students need learning strategies, as much as primary students do, and know more about themselves which can be beneficial for MI profile awareness.

L'enfocament AICLE (Aprenentatge Integrat de Continguts i Llengua) en l'educació primària exigeix professionals formats per actuar com a docents en aquest tipus de contexts. Sensible a aquesta qüestió, la UAB va posar en marxa al 2012 un programa pilot d'internacionalització a casa denominat «Grau d'Educació Primària - Docència Universitària en Anglès» (GEP-DUA), amb un 65-80% dels crèdits en anglès i amb un sistema d'accés propi. L'article situa el programa pilot en el context català i europeu d'internacionalització de l'educació superior, analitza el procés de presa de decisions que van confluir en les etapes de gènesi i disseny del GEP-DUA, i presenta un resum de les conclusions preliminars dels estudis realitzats sobre el GEP-DUA. El enfoque (Aprendizaje Integrado de Contenidos y Lengua) en la educación primaria exige profesionales formados para actuar como docentes en este tipo de contextos. Sensible a esta cuestión, la UAB puso en marcha en el 2012 un programa piloto de internacionalización en casa denominado «Grado de Educación Primaria-Docencia en Inglés» (GEP-DUI), en el cual un 65-80% de los créditos se cursa en inglés y que cuenta con un sistema de acceso propio. El artículo sitúa el programa piloto en el contexto catalán y europeo de internacionalización de la educación superior, analiza el proceso de toma de decisiones que confluyeron en las etapas de génesis y diseño del GEP-DUI, y presenta un resumen de las conclusiones preliminares de los estudios realizados sobre el GEP-DUI. Pour mettre en œuvre une approche EMILE (Enseignement de matières par l'intégration d'une langue étrangère) dans l'enseignement primaire, les professionnels doivent être formés au préalable pour pouvoir enseigner dans ce type de contextes. Sensible à cette question, l'UAB a mis en place en 2012 un programme pilote d'internationalisation à domicile, désigné sous le nom de « Grade d'Enseignement primaire - Cours universitaires en anglais » (GEP-DUA), dont 65 à 80 % des matières sont dispensées en anglais et qui a son propre système d'accès. L'article situe le programme pilote dans le contexte catalan et européen d'internationalisation de l'enseignement supérieur, puis analyse le processus de prise de décision ayant abouti aux étapes de création et de conception du GEP-DUA. Et enfin, il présente un résumé des conclusions préliminaires des études réalisées sur le GEP-DUA. The CLIL (Content and Language Integrated Learning) approach in primary education calls for professionals trained to perform as teachers in contexts of this sort. Recognizing the importance of this issue, the UAB launched a pilot programme on internationalization at home in 2012. Called the "Bachelor's Degree in Primary Education - University Teaching in English (GEP-DUA)", it required 65-80% of its credits in English and had its own admission system. This paper situates the pilot programme in the Catalan and European context of internationalization in higher education, analyses the decision-making process in the creation and design stages of the GEP-DUA, and presents a summary of the preliminary conclusions drawn from studies conducted on the GEP- DUA.

Aquest estudi avalua l’impacte que té l’aprenentatge integrat de continguts i llengua estrangera (AICLE), implantat a través del programa de Seccions Europees a les Illes Balears, sobre la competència escrita dels estudiants d’anglès com a llengua estrangera al llarg de tres cursos d’educació secundària. Els resultats mostren que l’AICLE és beneficiós per a la producció escrita, si bé hi detectem limitacions que indiquen que cal posar més èmfasi pedagògic en l’escriptura a les aules., Este estudio evalúa el impacto del aprendizaje integrado de contenidos y lenguas extranjeras (AICLE), implantado a través del programa de Secciones Europeas en las Islas Baleares, sobre la competencia escrita de estudiantes de inglés como lengua extranjera a lo largo de tres cursos de educación secundaria. Los resultados muestran que el AICLE es beneficioso para la producción escrita, aunque se detectan limitaciones que apuntan a la necesidad de un mayor énfasis pedagógico en la escritura en las aulas.

Cet article part du constat que le discours social français a tendance à procéder à la sacralisation de la langue française comme objet culturel à fort symbolisme social et national. Il pose la question de savoir quelles peuvent être les conséquences d’un tel rapport à la langue maternelle pour l’étudiant français d’une langue étrangère, notamment à travers la posture qu’il peut être amené à adopter envers la langue étudiée.L’article s’inspire d’une approche pragmatique de la communication pour mettre en avant l’intérêt, pour la didactique des langues étrangères, d’une vision de la langue comme outil de communication mis au service de l’intercompréhension. Prenant appui sur les initiatives menées dans le cadre des sections européennes de l’enseignement secondaire, il examine la posture que, d’après cette approche, il convient à l’enseignant d’assumer vis-à-vis de la langue cible.La dernière partie de l’article est consacrée à la description d’une séquence d’enseignement menée en IUT, mettant en pratique l’approche proposée. This article stems from the observation that French social discourse has a tendency to elevate the French language to the status of a cult object, with strong social and national symbolism. It seeks to identify the possible consequences of such an attitude on the way French students approach foreign language learning, especially in terms of the posture they may adopt towards the language they are studying.For the purposes of foreign language teaching, the article defends a pragmatic approach to communication, which treats language primarily as a communication tool whose ultimate objective is to favour mutual understanding. Using examples taken from the French secondary education “sections européennes” scheme to illustrate this approach, the article outlines how, according to this vision, the foreign language teacher should present the target language to students.The final section describes a series of lessons given in a French “Institut Universitaire de Technologie”, illustrating a possible application of the proposed approach.

The knowledge society demands matching educational reforms to respond the students’ needs of acquiring good performance skills. The study aims to produce evidence for stakeholders in education regarding the new roles foreign language teachers could play to fully answer these expectations. They should be supported by appropriate curricular changes to develop CLIL focused competences. The research takes stock of the current situation in Romanian non philological universities regarding the roles and perspectives of English teachers. Although more research is needed, findings confirm that formal teacher training programs should be created, as well as a sharing network of CLIL professionals.

CLIL is a chameleon which means different things to different contexts. It is generating a whole new ELT industry. So is this just a new fad or is it something seriously groundbreaking in education? This article explores the what, the why, the how and give a personal opinion. It will briefly explore the implications of CLIL on ELT materials and teacher training in the future., CLIL es un concepto camaleónico que signifi ca diferentes cosas en diferentes contextos y que está generando un nuevo sector de la enseñanza del inglés. ¿Se trata de una nueva moda o es en cambio algo seriamente innovador en educación? Este artículo explora el qué, el por qué y el cómo y da una opinión personal sobre estas cuestiones. En él se abordan brevemente las implicaciones del CLIL en los materiales y en la formación para la enseñanza del inglés en el futuro.

Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach in their course delivery, and then analysed using thematic and content analysis methods. The findings demonstrate that while the stakeholders agree that mastery of English is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of English proficiency in the department’s curriculum. Yet, the stakeholders admit that there is possibility that EMI can be implemented in several relevant departments in the university. The interviews also reveal that stakeholders consider content-based language teaching (CBLT), practised by language specialists, as the most suitable approach should EMI be implemented throughout their university. Finally, this article concludes with further EMI implications for university planning of its English language teaching.