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Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to show the impact of Information and Communications Technology (ICT) by using WhatsApp with activities based on collaborative work, real time communication, and feedback. The relevance of presenting authentic material such as topics of students’ interest combined with collaborative work is central for developing motivation and success within the Content and Language Integrated Learning (CLIL) approach. The paper describes two activities: The first activity focuses on the creation of sentences using Google Photos, and the second one focuses on listening and speaking skills by using the shared space facilitated through WhatsApp as a mediation resource used by teachers in their classrooms, among other 21st-century digital tools. Also, the objective of achieving optimal learning outcomes promotes the increase of educational quality.

Copyright of Persona y Bioética is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students’ listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.

Computer science is regarded one of the subjects best suited for teaching with ICT-supported CLIL, as the English language is the lingua franca of computing, and the computer science classroom is an ideal place to apply digital technologies. This paper aims to explore the role of content and language integrated learning (CLIL) in the teaching and learning of computer science in English – focusing especially on using information and communication technology (ICT). For this purpose, a systematic literature review based on the PRISMA protocol was carried out. A total of 31 documents published in the period 2011–2021 on CLIL in computer science and ICT in the CLIL environment were analysed. In this article, first, the advantages of using CLIL in computer science will be discussed, followed by illustrating the benefits and challenges of applying ICT in CLIL lessons. Finally, trends in research on technology enhanced CLIL will be presented, outlining existing findings as well as identifying research gaps in the field. The most important shortcomings and difficulties outlined in the related literature are the limited research on both CLIL and ICT supported CLIL in the subject of computer science, the inconsistent terminology for using ICT in CLIL, and the need in CLIL teacher training courses for the effective use of digital technologies. Therefore, the findings of this paper identify a variety of future research agendas in order to increase the effective, ICT-supported CLIL in the subject of computer science.

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pensamiento y Cultura is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Latin American Journal of Content & Language Integrated Learning is the property of Universidad de La Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Latin American Journal of Content & Language Integrated Learning is the property of Universidad de La Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in “hard” versions of CLIL. Raising teachers’ awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL.

Copyright of Aquichan is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy’s CLIL mandate is conceptualized as a national language education policy within the larger European plurilingualism discourse, which represents the background of this paper. After a brief overview of the main conceptual frameworks and of CLIL provision in Europe, the paper will try to describe the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Particular attention will be devoted to CLIL implementation in “licei linguistici”, the Italian upper secondary school that is most oriented to foreign languages. Finally, some future challenges will be highlighted. doi: 10.5294/laclil.2016.9.2.6

Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students’ critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating ­poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina’s military dictatorship (1976–1983).

Este trabajo muestra el proceso que se llevó a cabo para desarrollar una herramienta virtual que apoya el trabajo independiente de los estudiantes, en el módulo flujo de información genética de la asignatura Biociencias. Así mismo, se presentan los resultados que se han obtenido hasta el momento, luego de dos años de utilizarla, y el futuro del proyecto. Además, se plantea la necesidad inminente de realizar una investigación cualitativa, que confirme los resultados observados hasta el momento y determine el aporte real de la herramienta.This paper illustrates the process carried out in the development of a virtual tool to support the students' independent work in the genetic information flow module of Biosciences. It also presents the results up to this date after two years of using the tool, as well as the future of the project. In addition, the paper refers to the need of doing qualitative research work that confirms the results observed until now and defines the real contribution of the tool

Desde la óptica propia de la Antropología Pedagógica, este artículo trata de poner de relieve el esencial inacabamiento de la persona, susceptible siempre de "ser más" como persona, y en qué medida la educación puede estimular su crecimiento. Analiza con cierto detalle las diversas facetas del desarrollo intelectual, haciendo especial hincapié en el sentido crítico y en las maneras adecuadas o impropias de promoverlo desde la actividad docente. También estudia las dimensiones esenciales del crecimiento moral de la persona, la posibilidad, necesidad y condiciones de legitimidad de una influencia asertiva explícitamente moralizante, así como la relación que existe entre la educación moral y la educación cívica. Se enfocan, igualmente, aspectos del desarrollo afectivo de la persona y su sinergia con las dimensiones del crecimiento ya mencionadas. Por último, se hacen algunas observaciones acerca del desarrollo de la dimensión religiosa y su importancia educativa.This paper, based on the findings of pedagogic anthropology, highlights the essential endlessness of the human person -who is always prone to "being more" as a person- and considers to what extent education can enhance human growth. The different stages of intellectual development are analyzed in some detail, emphasizing the critical sense and the adequate or inadequate ways of promoting such development through teaching. The paper also studies the essential domains of the person's moral growth and the possibility, necessity and legitimacy conditions of an explicitly moralizing assertive influence as well as the links between moral education and civic education. Likewise, aspects of the person's affective development and their synergy with the above mentioned growth domains are focused. Finally, some commentaries are made on the development of the religious domain and its educational importance.

Este trabajo sostiene que el método de estudio de la educación humana no puede suponer que el hombre sea simple, puesto que está conformado por pluralidad de dualidades. Encuadra la educación dentro de las dualidades radicales humanas. Primero, distingue entre acto de ser y esencia en el hombre. Tras mostrar las dualidades del acto de ser humano (las trascendentales) y las de la esencia, se centra en la exposición de las dualidades educación-amor personal, educación-familia, las de varón-mujer, las de educación masculina-educación femenina, las de padres-hijos y la consecuente dualidad educativa paterno-filial, la dualidad hogar-colegio, la de educar-aprender, las de empresa-universidad, y por último, la de educación personal humana-educación personal divina.This paper claims that the study method of human education cannot not assume that man is a single entity, as man is composed by multiple dualities. Education is framed within radical human realities. First, a distinction is made between act of being and essence. After showing the dualities of the act of being human (or transcendental dualities) and those of essence, the paper highlights the dualities: education-personal love, education-family, male-female, masculine education-feminine education, parents-children and the consequent dualities: paternal-filial, home-school, educate-learn, enterprise-university and finally human personal education-divine personal education.

This paper presents a brief description of English Content Based Instruction (CBI) as a process in which the student gains mastery of the language (procedural knowledge) and mastery of the subject learned (declarative knowledge) along with the characteristics of the integration of the teaching process. Also, the author describes his experiences in planning and teaching a course in Financial Analysis using the techniques of CBI and student-centered learning in addition to the tools and procedures used in performing this task. Furthermore the experiences of other universities in giving CBI courses are analyzed in the light of this experience. The result of a survey about the perception of the course among a representative sample of the students is presented and discussed. Finally the paper presents an analysis of a survey which suggests the importance of the CBI approach in teaching finance in EnglishEn este artículo se presenta una breve descripción de la Enseñanza de Inglés Basada en Contenidos (CBI), como un proceso en el cual el alumno adquiere dominio de la lengua (conocimiento procedimental), así como dominio de la asignatura estudiada (conocimiento declarativo), mediante un proceso de enseñanza que integra lengua y contenido. El autor describe sus experiencias en la planeación y enseñanza de un curso de análisis financiero utilizando las técnicas de CBI y de aprendizaje centrado en el estudiante, además de las herramientas y procedimientos más tradi cionales. También se analizan las experiencias de otras universidades que imparten CBI, a la luz de nuestra propia experiencia. Se presenta y discute el resultado de una encuesta sobre la percepción del curso por parte de una mues tra representativa de estudiantes. Finalmente, se presenta el análisis de una encuesta, que sugiere la importancia del enfoque CBI en la enseñanza de finanzas en inglés

Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees’ perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers’ voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.

This paper provides a methodological review of previous research on cognitive task complexity, since the term emerged in 1995, and investigates why much research was more quantitative rather than qualitative. Moreover, it sheds light onto the studies which used the mixed-methods approach and determines which version of the mixed-methods designs was frequently used. The results reveal that many studies in the field of cognitive task-based research used quantitative rather than qualitative experimental design to collect and interpret their findings. These studies were more oriented to post-positivistim supported by an objectivist epistemology. However, limited studies utilized mixed-methods approach to consider the effects of cognitive task complexity on linguistic performance in L2 context. The theoretical perspective behind these studies was pragmatism. The mixed-methods studies only used the explanatory sequential design to collect data and interpret their findings while other versions of the mixed-methods research designs were left undefined. To conclude, the paper identifies the current gap in methodology of the studies and offers recommendations for how to obtain more comprehensive and generalizable findings by utilizing other versions of the mixed-methods studies.

Se presenta un marco teórico del conflicto armado; también se exponen, brevemente, los principales hitos del surgimiento y desarrollo del DIH, así como su normatividad; después se realiza un esbozo general de sus aplicaciones en el conflicto colombiano y, por último, se presenta una propuesta que busca crear conciencia sobre la necesidad de un proyecto educativo que refuerce los planteamientos del DIH y sirva como guía en su eventual formulación. Esta propuesta se hace con base en una concepción de la educación que no se limita al campo de la capacitación, sino que apunta a la dimensión del ser como fundamento del saber hacer. Se orienta a que el DIH sea comprendido, no como una simple normatividad de la guerra, sino como una manera de vivir bajo los principios de la justicia y el respeto a la dignidad humana. Lo anterior llevaría a que una persona formada en estos principios no solo aprenda a enfrentar situaciones de conflicto sin acudir a acciones violentas, sino que, en última instancia, con su actitud pueda aportar a la prevención de la guerra, ya que así menos actores del conflicto van a querer llevar a cabo acciones atroces que también se puedan desarrollar en su contra.In this paper, a theoretical framework of the armed conflict is presented in the first place and then, the main milestones of the appearance and development of IHR and its regulations are outlined. Subsequently, the paper makes a general outline of its applications in the Colombian conflict. Finally, there is a proposal aiming at raising awareness of the need for an educational project that reinforces the IHR proposals and guides its eventual formulation. This proposal is made on the basis of a conception of education which is not reduced to training but regards the human attribute as a foundation for the know how to do. It aims at an understanding of IHR not as a simple regulation of the war, but as a way of living under the principles of justice and respect for human dignity. This would cause a person formed in these principles, not only to face conflict situations in a non-violent way but also, as a last resort, to contribute with their attitude to the prevention of war. On this basis, fewer actors of the armed conflict will be willing to commit atrocious actions which could backfire.

La estrategia pedagógica implementada a través de un conjunto de talleres educativos para favorecer el desarrollo de ambientes más humanos y algunas competencias ciudadanas es resultado de un proceso de investigación en aula de la línea de Pedagogía Social, del programa de Maestría en Educación de la Universidad de La Sabana. El artículo plantea el enfoque pedagógico Ambiente Humano como categoría conceptual para desarrollar comportamientos ambientales y ciudadanos que favorezcan la participación y la calidad de vida, en función tanto del perfeccionamiento personal como de la expresión de la libertad humana y del mejoramiento de habilidades sociales y de participación ciudadana. Se describen la planeación, desarrollo y seguimiento de once talleres educativos que abarcan los ámbitos de mejoramiento del ambiente humano (la persona, la familia, la institución educativa y la comunidad local-global); por lo tanto, están diseñados a partir de elementos conceptuales que sensibilizan a docentes y estudiantes sobre la necesidad de crecer en lo personal y lo familiar y de valorar la vida institucional y social tanto en lo local como en lo global.The teaching strategies for the development of "human environment" and civic competencies were introduced and implemented via a series of educational workshops. They represent the end result of a classroom research process. The strategies were planned within the framework of the Social Pedagogy outlines contained in the Master of Education Program at the University of La Sabana, Colombia. This paper presents a focus on "human environment" as a big conceptual category that may be used to develop environmental behaviours and civic competencies at different levels (in each person, the family, the school institution, the local community and the world). These behaviours and competencies should help to improve levels of civic participation and social skills, enhancing the overall quality of life and, most especially, with regards to the idea of personal improvement when seen as an expression of human liberty. In summary, this paper describes the planning, development and follow-up process that involved eleven educational workshops, all of which dealt with the field of "human environment." The workshops were designed from conceptual elements whose aim was to sensitize both teachers and students regarding the need for personal and family growth and the inherent value of living within society, its institutions and educational communities at local and national levels.

En el artículo se hace un estudio sobre los supuestos teóricos del constructivismo, para comprenderlo desde la epistemología y la pedagogía. En la primera parte se describen tres posturas constructivistas relevantes (constructivismo radical, piagetiano y social), como condición necesaria para explorar la posibilidad de ir caracterizando una epistemología constructivista y evidenciar las dificultades epistemológicas que la contemplan. En la segunda parte, el constructivismo como teoría pedagógica, se realiza un acercamiento a la pedagogía constructivista, en el que se muestran los aportes de aquel a la enseñanza. Además, se señalan algunas objeciones de tipo pedagógico, que con relación al tema conviene dejar en claro. Finalmente, estableciendo una relación desde lo epistemológico y pedagógico del constructivismo, se considera que no es una teoría de la enseñanza, sino un modo de plantear los problemas epistemológicos e intentar resolverlos. El trabajo no pretende caer en simplificaciones propias del constructivismo, sino resaltar aspectos positivos que posee, como el de subrayar la importancia de una actitud activa en el aprendizaje.This paper studies the theoretical assumptions of constructivism in order to understand it from the perspectives of epistemology and pedagogy. In the first section, three relevant constructivist positions (radical, Piaget’s, and social constructivism) are described as a necessary condition to explore the possibility of advancing in the characterization of a constructivist epistemology and to be able to show the epistemological difficulties entailed. The second section, constructivism as a pedagogic theory, examines the constructivist pedagogy to show its contribution to teaching. In addition, some pedagogic objections requiring clarification regarding the theme are mentioned. Finally, by establishing a connection from the epistemological and pedagogical perspectives of constructivism, it is suggested that constructivism is not a theory of teaching but rather a way of raising epistemological problems and trying to solve them. It is not the intention of this paper to fall into simplifications which are typical of constructivism but to highlight some of its positive aspects such as underlining the importance of a positive attitude in learning.

Copyright of Latin American Journal of Content & Language Integrated Learning is the property of Universidad de La Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are currently different perspectives about the role to be played by the L1 in CLIL (Context and Language Integrated Learning) contexts, although its use seems to be common practice. Some voices consider that the L1 only has a support function for explanation and its use should be minimized, whereas other voices state that the L1 has a learning function, as it can help to build up students’ lexicon and to foster their metalinguistic awareness. In this paper 35 in-service CLIL teachers were asked about their beliefs regarding the use of the L1 in their classes in Colombia. The results indicated that the participants were positive about L1 use, as they believed it can serve to scaffold language and content learning, although the amount of first language use varied greatly from teacher to teacher. The paper ends up by advocating for a principled L1 use, instead of the current randomized practices.

This paper outlines a description of research carried out at a public university in Colombia where students of the Hospitality and Tourism Management program took four general English levels in 2017 as a requirement to graduate. According to the data collected, these levels were not enough to acquire the necessary knowledge and skills to interact in English. This need, determined through questionnaires, and a CNA report were the starting point of this research study, whose main objective was to enrich students’ language learning skills and knowledge through a CLIL curriculum. This participatory action research is framed within a qualitative study. After designing, implementing, and piloting one unit, including four lessons, we determined that not only students’ language learning skills can be improved but also their confidence, participation, solidarity, and awareness of their and others’ learning process through the activities designed and strategies proposed by this approach.

In present-day educational contexts, the integration of Information and Communication Technologies (ICTs) and gamification have been the basis for the implementation of escape rooms as pedagogical tools (Brusi & Cornellà, 2020; Rutledge et al., 2018). This paper aims at examining the role of virtual escape rooms in boosting History learners’ motivation in Content and Language Integrated Learning (CLIL) contexts. Twenty-nine first-year undergraduates enrolled in a Classical History module delivered at a Spanish university have taken part in this study by participating in a virtual escape room and answering a final survey. The findings reveal that escape rooms may result in highly-motivated students who feel less pressure when communicating in the target language. The implementation of escape rooms can therefore be seen as a useful resource in e-learning environments, fostering oral, collaborative and critical thinking skills.

This study collected the perception of medical students about the use of English for teaching through the use of a strategy based in Content and Language Integrated Learning (CLIL) approach at Universidad Tecnológica de Pereira (UTP) Colombia. A descriptive observational quantitative research was conducted in a group of 128 students of medicine who agreed to participate in the strategy called “Strategy for Paper’s Bilingual Presentation (SPBP)” in the subjects of Surgical Clinic I and II. Of this group, 98.5% (126) considered learning English important in their training and 86% (110) essential to advance without difficulties in their studies. In addition, there was a 52.3% (67) of students who stated that the University should foster the use of English integrated with contents in specific programs. In reference to the teaching of English at the University, 85.9% (110) of the students considered that it should be integrated into the content of the academic programs. The didactic strategy was positively evaluated by 86.7% (111), and 61% (78) used English exclusively or preferentially. Scenic fear and lack of knowledge of technical language were arguments for the preferential use of Spanish in the session. Among the recommendations made by the students were the extension of the preparation time for the activity, the inclusion of clinical cases, and the selection of the assigned topics with the teacher. The didactic strategy used proved to be very useful and replicable in other semesters and training levels of the Medicine program. It is imperative to design and promote bilingual spaces that allow the use of English as a strategy to integrate contents and language in the teaching of Medicine.

This paper reports on the EU-funded project ECLILT (e-based Content and Language Integrated Learning Training), which developed a blended, trans-national model training course adaptable to different countries for CLIL (Content and Language Integrated Learning) teacher trainers and pre-service and in-service school subject teachers in CLIL in order to tackle the absence of qualified trainers and the shortage of appropriately skilled teachers in CLIL. The paper outlines how the partners developed the training course and how it was implemented specifically in the UK. A classroom-based action research approach was adopted for this UK study, as it sought to bring about practical improvements and innovations and implement change in one aspect of teacher education. Data were collected through questionnaires to teachers to evaluate the impact on teaching and learning through this approach. Initial findings indicate a positive impact on pupil learning and on teachers’ practice across the curriculum.

Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice – content compression – is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against the reduction and simplification of content for fear that it might harm students’ understanding of the subject content. This paper explains the ostensibly paradoxical result that content compression improves students’ understanding of content and shows why it is well suited to CLIL, if applied correctly. It presents content compression principles and techniques that are appropriate to content production and teaching practice in the CLIL classroom and shows how it was used to enhance language acquisition by students in a CLIL business course at a Colombian university over a period of three semesters. This experience suggested that content compression, in combination with other pedagogical practices, not only increased students’ linguistic confidence, but also enhanced their perceived learning in both content and language.

This paper documents English teachers’ and advanced English students’ perspectives on the use of Spanish in the English classroom in Puerto Rico. Using qualitative data collection methods such as interviews and focus group data, the researchers document the ways that many English teachers on the island justify their use of Spanish in the English classroom as they work to make their teaching more comprehensible. Nevertheless, the advanced students from both public and private schools who participated in this study offer a note of caution regarding the use of too much Spanish in the English classroom. Ultimately, findings suggest that many English teachers consciously or unconsciously adopt a translanguaging approach that needs to be assessed critically depending on the language proficiency and confidence of the students in their classrooms. To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA) Mari, V., & Carroll, K. S. (2020). Puerto Rican teachers’ and students’ beliefs toward Spanish use in the English classroom as a way to motivate students. Latin American Journal of Content & Language Integrated Learning, 13(2), 289-311. https://doi.org/10.5294/laclil.2020.13.2.6 Recibido: 21/05/2020 Aceptado: 09/09/2020

This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants. Received: 28/02/2020 Accepted: 18/09/2020