Symposium Presentation slides from Professor Yuki Yamano based on her article for the International CLIL Research Journal. http://www.icrj.eu/21/contents.html
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...Richard Pinner
Symposium Presentation slides from Professor Makoto Ikeda based on his article for the International CLIL Research Journal. http://www.icrj.eu/21/contents.html
English-medium instruction in Vietnam: Issues of English langage proficiency ...IanWalkinshaw1
Keynote speech at SEAMEO RETRAC TESOL conference, Ho Chi Minh City, Vietnam, August 2018.
The teaching of academic content courses and programs through the medium of English is becoming common in Vietnam’s higher education sector, driven in large part by the Government’s National Foreign Language 2025 project. Potentially at least, students benefit in terms of improved English language proficiency, as well as content knowledge and skills. This makes them more attractive for overseas work or study and boosts their earning power locally as well.
But even though a key objective of EMI is to increase students’ English language proficiency, research shows that students enrolled in EMI courses or programs in Vietnam often start with insufficient English language proficiency to manage language-based academic activities. So they may not only fail to improve their English, but they may also fail to comprehend the content – a double loss rather than the hoped-for double-gain. And there is a knock-on effect for academics teaching courses through EMI: Despite not being language teachers, they must deal with students who struggle to understand content, engage in classroom tasks or produce coherent written work in an additional language.
In response to this critical issue I propose a ‘supplement and support’ strategy to manage the problem of English language proficiency in EMI contexts.
The ‘supplement’ strand of the strategy refers to translanguaging: the selective use of students’ primary language as a supplement to achieve content-related objectives in EMI classrooms. It includes code-switching / mixing (i.e. shifting temporarily to the primary language as needed for certain aspects of a learning activity); translation of written texts between the primary and additional languages; and interpretation of spoken discourse (either word-for-word or versioning) between languages.
The ‘support’ component means out-of-class English language enhancement support for students undertaking courses or programs through EMI. Drawing on an established language support model at Griffith University in Australia, I outline a range of services including: Individual consultations with an English language instructor so students can get advice on their written assignments; semester-long credit-bearing courses to teach about the academic language, text types for reading, and writing protocols of that particular discipline; or extra tutorials added to the content course to clarify its language-related aspects, particularly assessment.
Developing Higher Order Cognition in a Subject-Focused ClassRichard Pinner
Session 1—Thinking skills
Participants will experience teaching approaches that develop students' cognitive abilities, integrating critical thinking into the classroom. Participants will also explore ways to equip students to evaluate the reliability and credibility of sources of knowledge as independent learners outside the classroom.
Session 2—Productive Questions
This session focuses on two classroom techniques that develop students' abilities to analyse, evaluate and create: Essential Questions and Socratic Seminars. Participants will become familiar with both techniques and will put them into practice in a context relevant to their own teaching.
As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...Richard Pinner
Symposium Presentation slides from Professor Makoto Ikeda based on his article for the International CLIL Research Journal. http://www.icrj.eu/21/contents.html
English-medium instruction in Vietnam: Issues of English langage proficiency ...IanWalkinshaw1
Keynote speech at SEAMEO RETRAC TESOL conference, Ho Chi Minh City, Vietnam, August 2018.
The teaching of academic content courses and programs through the medium of English is becoming common in Vietnam’s higher education sector, driven in large part by the Government’s National Foreign Language 2025 project. Potentially at least, students benefit in terms of improved English language proficiency, as well as content knowledge and skills. This makes them more attractive for overseas work or study and boosts their earning power locally as well.
But even though a key objective of EMI is to increase students’ English language proficiency, research shows that students enrolled in EMI courses or programs in Vietnam often start with insufficient English language proficiency to manage language-based academic activities. So they may not only fail to improve their English, but they may also fail to comprehend the content – a double loss rather than the hoped-for double-gain. And there is a knock-on effect for academics teaching courses through EMI: Despite not being language teachers, they must deal with students who struggle to understand content, engage in classroom tasks or produce coherent written work in an additional language.
In response to this critical issue I propose a ‘supplement and support’ strategy to manage the problem of English language proficiency in EMI contexts.
The ‘supplement’ strand of the strategy refers to translanguaging: the selective use of students’ primary language as a supplement to achieve content-related objectives in EMI classrooms. It includes code-switching / mixing (i.e. shifting temporarily to the primary language as needed for certain aspects of a learning activity); translation of written texts between the primary and additional languages; and interpretation of spoken discourse (either word-for-word or versioning) between languages.
The ‘support’ component means out-of-class English language enhancement support for students undertaking courses or programs through EMI. Drawing on an established language support model at Griffith University in Australia, I outline a range of services including: Individual consultations with an English language instructor so students can get advice on their written assignments; semester-long credit-bearing courses to teach about the academic language, text types for reading, and writing protocols of that particular discipline; or extra tutorials added to the content course to clarify its language-related aspects, particularly assessment.
Developing Higher Order Cognition in a Subject-Focused ClassRichard Pinner
Session 1—Thinking skills
Participants will experience teaching approaches that develop students' cognitive abilities, integrating critical thinking into the classroom. Participants will also explore ways to equip students to evaluate the reliability and credibility of sources of knowledge as independent learners outside the classroom.
Session 2—Productive Questions
This session focuses on two classroom techniques that develop students' abilities to analyse, evaluate and create: Essential Questions and Socratic Seminars. Participants will become familiar with both techniques and will put them into practice in a context relevant to their own teaching.
As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELLs in meeting the Common Core State Standards.
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELLs in meeting the Common Core State Standards.
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
English-Medium Content Courses: Student Approaches and Strategies to Increase Comprehension Levels .......... 1
Darrell Wilkinson
The Realities of Reconstitution: A High School‟s Tale ................................................................................................... 17
Todd Cherner
Introducing Productive Pedagogies to Nigerian Mathematics Classroom through Collaborative Action Research
Using a Community of Practice Approach........................................................................................................................ 41
Dr. Iliya Joseph Bature, James Jonah Jackson, Aramide Kemi, Danladi Remkyes Shol and Nengak Sabo
Blended VS On-Campus Learning: A Study of Exam Results in the Bachelor Degree in Nursing............................ 59
Bjørg F. Oftedal, Kristin H. Urstad, Venche Hvidsten and Brynjar Foss
Dealing with Mixed-language Abilities in an English-Medium University Content Course .................................... 69
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Supporting Cooperative Learning with Technological Tools ......................................................................................... 78
Asst. Prof. Dr. Ayşe Derya IŞIK and Assoc. Prof. Dr. Gizem SAYGILI
Video Annotation for Effective Feedback and Reflection on Micro-Lessons in a Collaborative Blended Learning
Environment to Promote SelfDirected Learning Skills .................................................................................................... 88
C.P. van der Westhuizen
Application of Contextual Learning to Improve Critical Thinking Ability of Students in Biology Teaching and
Learning Strategies Class .................................................................................................................................................. 109
Hasruddin, Muhammad Yusuf Nasution and Salwa Rezeqi
Plenary Speech given at ELT Research in Action (ELTRIA) Barcelona, May 10th 2024
In this talk, I will discuss the enduring relevance of the theme of authenticity in ELT. In particular, I want to discuss the place of “authentic” language in the post-truth era; the importance of knowing what is “real” when it comes to using a foreign language; and, of course, the role of Artificial Intelligence in a world where teachers still need to make meaningful connections with our students, and yet computers are altering the way these interaction might take place. I will discuss the importance of group dynamics and motivation when trying to forge a culture of authentic learning and language use in our classrooms. Near the end of the talk, I will share practical ideas for navigating this uncertain present and precarious future, and I hope to begin a meaningful discussion about the role and relevance of researching authenticity in action.
Me and My Memes: EFL students’ memes and their role in participatory cultureRichard Pinner
Memes are the “lingua franca” of the internet (Milner, 2016), and there is a small but growing body of research using memes with EFL learners (Harshavardhan et al, 2019). In this talk, I share some of my own practical experiences using memes in Japanese university classes. Students find and share memes, as well as creating and sharing their own. The values and potential pitfalls of this are discussed practically, and some preliminary data about students’ reflections and experiences of using memes are presented to begin a discussion on the potential place that memes might have in the EFL classroom. Initial response show that students found making their own memes to be a rewarding experience that gave them a connection to participatory culture (Jenkins et al, 2009).
Harshavardhan, V., Wilson, D., & Kumar, M. V. (2019). Humour discourse in internet memes: An aid in ESL classrooms. Asia Pacific Media Educator, 29(1), 41-53.
Milner, R. M. (2016). The World Made Meme: Public Conversations and Participatory Media. Cambridge, MA: MIT Press.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press.
Presentation given at JALT CALL 2023 at Kumamoto, June 4th.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
How to Integrate Content and Language in CLIL Pedagogy Theories and ExamplesRichard Pinner
This seminar focuses on the integration of subject-matter and
English acquisition, which is the crucial aspect of CLIL (Content
and Language Integrated Learning). Theories based on the most
recent research and classroom examples informed by those
studies will be presented. The speakers are Professor Angel Lin
(Simon Fraser University, Canada), a world-famous researcher in CLIL, and Professor Makoto Ikeda (Sophia University), vice
president of Japan CLIL Pedagogy Association.
‘Concept+Language Mapping’ (CLM) as an Innovative Approach to CLILRichard Pinner
How to integrate content learning with language learning has been a central issue in current
research on CLIL (Dalton-Puffer et al.,2010). In this talk I present our experience in developing
an innovative approach, ‘Concept+Language Mapping’ (CLM) (Lin & He, 2017; He & Lin,
forthcoming), by drawing on Lemke (1990)’s ‘thematic patterns’ theory to tackle the challenge
of integrating language scaffolding into the teaching of complex content topics in secondary
science classrooms in Hong Kong. Implications for content-based language education or ‘Soft
CLIL’ will also be discussed.
The maximisation of learning in CLIL by transregister and translanguagingRichard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
CLIL in general and CLIL in Japan Principles, types and implementationsRichard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
‘CLIL and EMI in the Japanese context –Is clear demarcation possible?: an ELF...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
The Meaning of 'Standard English' in Japan's English Education and its Role i...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
CLIL Potential for Primary ELT by Yuki Yamano
1. 1
1
CLIL Potential for Primary ELT
Yuki Yamano (Utsunomiya University)
yyamano@cc.utsunomiya-u.ac.jp
Background of This Study
The formal introduction of EFL classes
at Japanese primary schools needs to
determinate effective strategies for
language education.
CLIL is an effective tool in improving
Primary ELT in Europe (Serra, 2007;
Craen et al., 2008; Hüter and Rieder-
Bünemann, 2010; Gonzalez, 2011)
2
The 4Cs of CLIL
(Coyle, 2007: 550; Coyle et al., 2010: 41 Mehisto et al., 2008: 31; )
Content
Cognition
Community
(Culture)
Communication
(Ikeda, 2011, p.5)
The 4Cs –Communication-
-Three types of languages in CLIL class-
(Coyle et al., 2010:60)
Language through
Learning
Language for
learning
Language of learning
Overall Objectives of Primary EFL Education
(MEXT, 2010)
5
Fostering
positive attitude
toward
communication
Developing an
understanding
of
languages and
cultures through
various
experiences
Familiarizing
pupils with the
sounds and
basic
expressions of
foreign
languages
To form the
foundation of
communication
abilities through
foreign languages
Content
(MEXT,
2010)
Cognition
(Yoshida,
2011)
The purpose of this study
1. To identify the possible outcomes of
CLIL in a Japanese EFL class by
analysing the differences found
between a CLIL and non CLIL
(standard) EFL class
2. To investigate whether the outcomes
of CLIL implementation could have
implication for primary ELT in Japan
6
2. 2
Methodology
• Participants
• Pupils
• n = 71 (5th grade at a Japanese public elementary school)
(CLIL class/ n = 35, non-CLIL class / n = 36)
(very beginners in English)
• Teachers
• Homeroom teachers (CLIL / non-CLIL class)
• Native Teacher of English (NTE)
• Japanese teacher of English (JTE) = the researcher
7
Methodology (cont’d)
• Data Collection & Analysis
1. Classroom observation
2. Questionnaire of the pupils
A. Five four-Likert-scale questions
Q1 “Did you have fun in the lesson?”
Q2 “Did you understand English?”
Q3 “Did you understand the content?”
Q4 “Was the lesson difficult for you?” (which was more difficult, E or C ?)
Q5 “Was the lesson rewarding for you?”
( 4 = yes, 3 = yes, to some extent, 2 = no, to some extent, 1 = no)
B. Two open-ended questions
• Q1 “please write anything you remember about today’s class.”
• Q2 “please write your impression of today’s class.”
8
Methodology (cont’d)
• Research Class Design (1)
• Three 45-minute lessons (2nd , 9th and 16th of June, 2011)
• The theme of the lesson “Animals”
• Target vocabulary
1st lesson = colors & animals
2nd lesson = animals & their habitats
3rd lesson = animals habitats & ‘clean’ and ‘dirty’
• Non-CLIL class = English as a main focus of the lessons
• which include fun activities (ex. playing
games) and interviews.
9
Methodology (cont’d)
Research Class Design (2) –CLIL class-
2011/12/8 10
Results & Discussion
• Classroom Observation
1. The difference in procedures
• Non-CLIL class=PPP (Presentation/Input,
Practice, and Production)
• CLIL class= New PPP (Presentation/Input,
Processing, and Production) procedure (Ikeda,
2011: 22)
11
Results & Discussion
• The difference in Communication
• CLIL enhanced the use of LTL in class.
12
CLIL Non-CLIL CLIL Non-CLIL CLIL Non-CLIL
Presentation
(Input)
Practice/
Processing
Production
(Output)
teachers 35 28 35 7 53 20
students 2 0 23 0 74 2
0
20
40
60
80
100
120
140
3. 3
Results & Discussion
• Students’ Responses (1)
• The results of Likert-scale items
13
1st 2nd 3rd 1st 2nd 3rd 1st 2nd 3rd 1st 2nd 3rd 1st 2nd 3rd
Item1:
Did you enjoy the class?
Item 2:
Did you understand
English?
Item 3
Did you understand the
content?
Item 4:
Was the lesson difficult for
you?
Item 5:
Were you satisfied with the
lesson?
CLIL (Mean) 3.9 3.7 3.1 3.3 3 3.4 3.4 3.2 3.6 2.2 2 2.1 3.6 3.6 3.8
Non-CLIL(Mean) 3 3.3 2.6 2.3 2.6 2.4 2.8 3.2 3 3.1 2.8 2.9 3.1 3.4 2.9
0
0.5
1
1.5
2
2.5
3
3.5
4
Results & Discussion
Students’ responses (2)
・The results of two open-ended questions
(Q1. write anything you remember Q2. write your impression)
0
10
20
30
40
50
60
70
80
90
100
CLIL Non-CLIL CLIL Non-CLIL CLIL Non-CLIL
Positive Neutral Negative
Lesson
Language
Content
Positive category
CLIL = 12 students motivated to study
English by providing them with an
authentic purpose for learning.
Non CLIL = the enjoyment of the game
activities
2011/12/8 14
Positive category
CLIL = satisfaction, enjoyment, and a
sense of accomplishment.
12 students motivated to learn English
Non-CLIL = enjoyment of fun game
activities
Negative category
CLIL = grief and sympathy towards
endangered animals which revealed their
deep understanding of the content
Non-CLIL = incomprehension of the target
language
• Neutral category =The CLIL students remembered more words in total as well as a
greater variety of English vocabulary than did the non-CLIL students.
2011/12/8 15
CLIL Non-CLIL
1st lesson (n=16)
animal(n=3),turtle, penguin(n=4), colour
(n=4), good, monkey, brown, zoo
(n=7)
green, purple, blue, color(n=2), monkey, panda
2nd lesson (n=8)
animal, panda, dolphin, forest, sea, ocean,
savanna, jungle,
(n=8)
animal(n=4), color, monkey, hippo, panda
3rd lesson
(n=5)
animal(n=2), India, leaves, ocean
(n=4)
animal, monkey, hippo, panda
Total
Total (n=29)
Variety of vocabulary (n=16)
animal, color, brown
monkey, panda, penguin, turtle, dolphin,
zoo, forest, sea, ocean, savanna, jungle,
India, leaves
Total (n=19)
Variety of vocabulary (n= 8)
animal, color, green, purple, blue, monkey,
panda, hippo
Students’ responses (3)
The results of open-ended questions
Results & Discussions & Discussion
Neutral category =The CLIL students remembered more words in total as well as a
greater variety of English vocabulary than did the non-CLIL students.
Conclusion
• The integration of content and language learning captured the
student interest and led them engage in meaningful
experiential learning, which may have accelerated vocabulary
learning.
• Communication, especially in the form of new expressions of
‘language through learning’, emerged in the CLIL class, which
seemed to point towards active student and teacher
participation. In other words, CLIL has the potential to instill a
positive attitude in students toward the target language.
• The understanding of international matters helped to raise the
students’ awareness of a global issue, and engaged them in
proposing ways of addressing the issue. Furthermore, it
seemed to motivate them to communicate in English, which in
itself may give them a strong reason to study the target
language.
16
References
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• Cambridge.
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research’, in K. Lauridsen and D. Toudic (eds.), Language at Work in Europe, Festschrift , (139-151). V&R Press,
Göttingen.
• González, A. V.: 2011, Implementing CLIL in the primary classroom: Results and future challenges, in C. E. Urmeneta, N.
• Evnitskaya, E. Moore and A. Patino (eds.), AICLE-CLIL-EMILE Educacio Plurilingue: Experiencias, Research & Politiques,
• (151-158). Universitat Autónoma de Barcelona, Barcelona.
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• University Press, Tokyo.
• Ikeda, M.: 2011a, The basic principles of CLIL, in Watanabe, Y., Ikeda, M. and Izumi, S., CLIL [Content and Language
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• Mehisto, P., Marsh, D. and Frigols, M.: 2008, Uncovering CLIL: Content and Language Integrated Learning in Bilingual and
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