Author: perezparedes

Empleo y aprendizaje de lenguas en el Reino Unido

 

I Jornadas Vocational Guidance In Clil (VGCLIL). Universidad de Murcia. 23 October, 2018.

CLIL en contextos profesionales.Acceso a la presentación online.

Links:

Languages for the future. British Council 2017.

The value of languages. Cambridge Language Sciences. 2017.

SMEs language survey. British Academy. 2015

 

Algunos datos sobre VGCLIL (Prof. Purificación Sánchez Hernández, Coordinadora en España VGCLIL)

Sitio web: http://vgclil.eu/index.php

Twitter: @VGCLILproject

Plataforma de formación: http://vgclil.eu/pages/page.php?id=4

 

Referencias sobre CLIL, EMI e internacionalización

Dafouz, E., & Smit, U. (2014). Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397-415.

Referencias usadas en el proyecto VGCLIL

  1. Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: Delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1), 110. doi:10.1080/09658416.2015.1122019
  2. Bamond Lozano, V. M., & Strotmann, B. (2015). Internationalizing higher education: Language matters. TESOL Quarterly, 49(4), 847-857. doi:10.1002/tesq.251
  3. Pérez-Vidal, C., & Roquet, H. (2015). The linguistic impact of a CLIL science programme: An analysis measuring relative gains. System, doi:10.1016/j.system.2015.05.004
  4. Lo, Y. Y., & Macaro, E. (2015). Getting used to content and language integrated learning: What can classroom interaction reveal? The Language Learning Journal, 43(3), 239. doi:10.1080/09571736.2015.1053281
  5. Melinda Dooly, & Dolors Masats. (2015). A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in spain (2003–2012). Language Teaching, 48(3), 343-372. doi:10.1017/S0261444815000117
  6. Pavón Vázquez, V., Ávila López, J., Gallego Segador, A., & Espejo Mohedano, R. (2015). Strategic and organisational considerations in planning content and language integrated learning: A study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism, 18(4), 409-17. doi:10.1080/13670050.2014.909774
  7. Kong, S. (2015). Designing Content‐Language integrated learning materials for late immersion students. TESOL Journal, 6(2), 302-331. doi:10.1002/tesj.151
  8. Vilma Bijeikienė, & Daiva Pundziuvienė. (2015). Implementation of CLIL in lithuanian secondary schools: A case study. Coactivity: Philology, 23(1), 1-13. doi:10.3846/cpe.2015.252
  9. Lo, Y. Y., & Lin, A. M. Y. (2015). Special issue: Designing multilingual and multimodal CLIL frameworks for EFL students. International Journal of Bilingual Education and Bilingualism, 18(3), 261-269. doi:10.1080/13670050.2014.988111
  10. Jill Surmont, Esli Struys, & Thomas Somers. (2015). Creating a framework for a large-scale implementation of content and language integrated learning: The first steps. European Journal of Language Policy, 7(1), 29.
  11. Reljić, G., Ferring, D., & Martin, R. (2015). A meta-analysis on the effectiveness of bilingual programs in europe. Review of Educational Research, 85(1), 92-128.
  12. Wei, R., & Feng, J. (2015). Implementing CLIL for young learners in an EFL context beyond europe. English Today, 31(1), 55-60. doi:10.1017/S0266078414000558
  13. Julian Chapple. (2015). Teaching in english is not necessarily the teaching of english. International Education Studies, 8(3), 1. doi:10.5539/ies.v8n3p1
  14. Yilmaz Satilmis, Doganay Yakup, Guvercin Selim, & Islam Aybarsha. (2015). Teaching concepts of natural sciences to foreigners through content-based instruction: The adjunct model. English Language Teaching, 8(3), 97. doi:10.5539/elt.v8n3p97
  15. María Ángeles Martín del Pozo, & Débora Rascón Estébanez. (2015). Textbooks for content and language integrated learning: Policy, market and appropriate didactics? Foro De Educación, 13(18), 123-141. doi:10.14516/fde.2015.013.018.007
  16. Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70-88. doi:10.1177/1362168814541736
  17. Llinares, A., & Pascual Peña, I. (2015). A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education, 29(1), 15-30. doi:10.1080/09500782.2014.924964
  18. Llinares, A. (2015). Integration in CLIL: A proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58-73. doi:10.1080/07908318.2014.1000925
  19. Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28(1), 8-24. doi:10.1080/07908318.2014.1000922
  20. Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89. doi:10.1080/07908318.2014.1000926
  21. Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41-57. doi:10.1080/07908318.2014.1000924
  22. Ruiz de Zarobe, Y., & Cenoz, J. (2015). Way forward in the twenty-first century in content-based instruction: Moving towards integration. Language, Culture and Curriculum, 28(1), 90-96. doi:10.1080/07908318.2014.1000927
  23. Martínez Adrián, M., & Gutiérrez Mangado, M. J. (2015). Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar? Journal of Immersion and Content-Based Language Education, 3(1), 51-76. doi:10.1075/jicb.3.1.03adr
  24. Lorenzo, F., & Rodríguez, L. (2014). Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL. System, 47, 64-72. doi:10.1016/j.system.2014.09.016
  25. Khan, S. (2014). Integration of theory and practice in CLIL. System, 47, 177-179. doi:10.1016/j.system.2014.10.004
  26. Lin, C., & Zhang, J. (2014). Investigating correspondence between language proficiency standards and academic content standards: A generalizability theory study. Language Testing, 31(4), 413-431. doi:10.1177/0265532213520304
  27. Jun Lei, & Guangwei Hu. (2014). Is english-medium instruction effective in improving chinese undergraduate students’ english competence? International Review of Applied Linguistics in Language Teaching, 52(2), 99-126. doi:10.1515/iral-2014-0005
  28. Taguchi, N. (2014). English-medium education in the global society: Introduction to the special issue. IRAL – International Review of Applied Linguistics in Language Teaching, 52(2), 89. doi:10.1515/iral-2014-0004
  29. Baker, F. S. (2014). The roles of language in CLIL. International Journal of Bilingual Education and Bilingualism, 17(4), 500-503. doi:10.1080/13670050.2013.809911
  30. Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. doi:10.1093/applin/amt011
  31. Javier Barbero, & Jesús Ángel González. (2014). Chapter ten CLIL at university: Transversal integration of english language and content in the curriculum. Utrecht Studies in Language and Communication, (28), 161.
  32. Felipe Jiménez, Agata Muszynska, & Maite Romero. (2014). Chapter seven: Learning processes in CLIL: Opening the door to innovation. Utrecht Studies in Language and Communication, (28), 111.
  33. Ignacio Pérez-Ibáñez. (2014). Chapter six: Addressing our students’ needs: Combined task-based and project-based methodology in second language and CLIL courses. Utrecht Studies in Language and Communication, (28), 97.
  34. Anonymous. (2014). Directory of CLIL projects and resources. Utrecht Studies in Language and Communication, (28), 189.
  35. Hüttner, J., & Smit, U. (2014). CLIL (content and language integrated learning): The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. system 41 (2013): 587–597. System, 44, 160-167. doi:10.1016/j.system.2014.03.001
  36. Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345-359. doi:10.1080/13670050.2013.793651
  37. Muñoz-Luna, R. (2014). From drills to CLIL: The paradigmatic and methodological evolution towards the integration of content and foreign language. Profile: Issues in Teachers’ Professional Development, 16(1), 167-180. doi:10.15446/profile.v16n1.37843
  38. Heine, L. (2014). Models of the bilingual lexicon and their theoretical implications for CLIL. The Language Learning Journal, 42(2), 225-237. doi:10.1080/09571736.2014.889973
  39. Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98(1), 296-311. doi:10.1111/j.1540-4781.2014.12057.x
  40. Lo Bianco, J. (2014). Domesticating the foreign: Globalization’s effects on the Place/s of languages. The Modern Language Journal, 98(1), 312-325. doi:10.1111/j.1540-4781.2014.12063.x
  41. Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25.
  42. Aguilar, M., & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18. doi:10.1111/ijal.12006
  43. Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13(1), 21-40. doi:10.1007/s10993-013-9298-3
  44. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
  45. Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Ernst Klett Sprachen.
  46. Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.

Corpus linguistics & vocabulary learning

 

clandvocab

Recently, one of my students asked for some pointers in corpus linguistics and vocabulary learning. Here´s my top 5 impromptu list.

Sinclair, J. (2003). Reading concordances. An introduction. Harlow: Longman.

This is a great resource to fully understand the implications of using concordances to derive (linguistic) meaning.

Leńko-Szymańska, A. (2015). The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data. Learner corpora in language testing and assessment, 115-140.

Interesting research that discusses the use of Cambridge Vocabulary Profile to sort ICCI learners into levels.

Schmitt, N., Cobb, T., Horst, M., & Schmitt, D. (2017). How much vocabulary is needed to use English? Replication of Van Zeeland & Schmitt (2012), Nation, (2006), and Cobb (2007). Language Teaching, 50(2), 212–226.

Excellent paper that makes use of corpus linguistics research methods to assess how much vocabulary do learners need to use English.

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64, 4, 913–951.

Great paper that discusses the many sides of vocabulary knowledge. Great if you need a start for vocabulary research in language education.

Jones, M. & Durran, P. (2010) What can a corpus tell us about vocabulary teaching materials? The Routledge handbook of corpus linguistics.

Hopefully, this chapter will help you bridge the gap between corpora as resources and language teaching. Very practical stuff. By the way, the whole Routledge Handbook of corpus linguistics is a superb resource.

 

 

 

 

 

 

 

No hay que degradar para educar. Sobre el #piropo y los animales.

El piropo, el “piropo español”, es, sin duda, una muestra de machismo y de falta de respeto hacia la mujer desde una supuesta superioridad masculina.

Tiene que acabarse y lo hará con seguridad con el tiempo, la educación y los cambios en nuestra sociedad.

Dicho lo cual, me parece que usar a los animales y la degradación de los mismos para erradicar este comportamiento denota desconocimiento y falta de ideas. Un suspenso a la Junta de Andalucía por su falta de imaginación y sensibilidad. No hay que degradar para educar.

 

Free copy of our latest paper in Computer Assisted Language Learning

Our article, Language teachers’ perceptions on the use of OER language processing technologies in MALL, has just been published on Computer Assisted Language Learning Journal, Taylor & Francis Online.

50 free eprints can be downloaded from the following URL:

http://www.tandfonline.com/eprint/epWFWhVAGFZ4yRSIaMcA/full

Get yours now!!!!

Abstract

Combined with the ubiquity and constant connectivity of mobile devices, and with innovative approaches such as Data-Driven Learning (DDL), Natural Language Processing Technologies (NLPTs) as Open Educational Resources (OERs) could become a powerful tool for language learning as they promote individual and personalized learning. Using a questionnaire that was answered by language teachers (n = 230) in Spain and the UK, this research explores the extent to which OER NLPTs are currently known and used in adult foreign language learning. Our results suggest that teachers’ familiarity and use of OER NLPTs are very low. Although online dictionaries, collocation dictionaries and spell checkers are widely known, NLPTs appear to be generally underused in foreign language teaching. It was found that teachers prefer computer-based environments over mobile devices such as smartphones and tablets and that teachers’ qualification determines their familiarity with a wider range of OER NLPTs. This research offers insight into future applications of Language Processing Technologies as OERs in language learning.

KEYWORDS: Language learning, teachers’ perceptions, OER, MALL, natural language processing technologies, higher education

Mi fe en el multiculturalismo / Why Does Our Side Keep Losing Elections? Orhan Pamuk

Mi fe en el multiculturalismo

Publicado en El Español, 26/12/2017

Pero también debemos preguntarnos cómo este viento intolerante ha arraigado en lugar de nuestra bienintencionada declaración de igualdad y humanismo. ¿Por qué nuestro bando sigue perdiendo elecciones?

Precisamente cuando trato de explorar las distintas perspectivas en conflicto mientras escribo, la imagen actual del multiculturalismo estadounidense, que propugna que los inmigrantes añadan sus experiencias singulares a una nueva cultura antes que abandonar su historia para ser asimilado, puede animar a la gente a luchar contra el autoritarismo pujante. Aprendiendo a entendernos mejor los unos a los otros nos quedaremos tranquilos en la certeza de que conocemos a nuestros vecinos, sin importarnos lo diferentes que puedan ser.

Para mí, la forma estadounidense de integrar a las minorías religiosas en una sociedad aún más amplia me parece mucho más efectiva que los métodos europeos. Los inmigrantes musulmanes en Estados Unidos parecen mucho más felices y más cómodos que los musulmanes en Francia. Creo que el multiculturalismo ha sido mucho mejor que la laïcité, el modelo secular francés, a la hora de salvaguardar la libertad religiosa. Las estudiantes de secundaria en Francia no tienen permitido llevar velo a clase, igual que las estudiantes universitarias en Turquía, como describo en mi libro Nieve.

40 años escribiendo novelas e intentando entender a gente distinta a mí me han enseñado lo mismo: a mantener la calma ante estas fuerzas históricas y contemporáneas de Oriente y Occidente. Los vientos intolerantes a los que nos enfrentamos hoy no son tan fuertes como para hacer desaparecer toda lógica. No olvidemos que Hillary Clinton consiguió 2,5 millones de votos más que Donald Trump; que en Gran Bretaña el concepto de Brexit ha acabado por teñirse de arrepentimiento; que, en Turquía, el autoritarismo de Erdogan ha sido respaldado en las elecciones de abril por un margen demasiado escaso como para cimentar su poder.

 

Why Does Our Side Keep Losing Elections?

The New York Times, 4/12/2017

As ever, we must resist authoritarian instincts that restrict our liberties, demonize anybody who appears to be different and — as is happening in Turkey — outlaw freedom of expression, judiciary independence and pluralism. We must stand unflinchingly in defense of our dearest values: women’s rights, freedom of thought, academic liberties.

By learning to understand one another more fully, we remain calm in the assurance that we know our neighbors, regardless of how different they may be.

Forty years spent writing novels and trying to understand people different from me have taught me the same thing: to remain calm in the face of these easterly and westerly, historic and contemporary forces.

Comprehending these forces requires us to recognize why other people might disagree with our most deeply held convictions. Doing so is not a cure-all for either newly born nationalist movements or generational enmity, but it can both keep us calm and help us to endure. In this endeavor, the novelist and the multiculturalist share a similar approach, one based on imagining and understanding the humanity of people who are not like us.