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Communication refers to the interaction and progression in language using and learning, that is, learning to use a language. Cognition refers to the engagement in higher order thinking and understanding, problem solving, accepting challenges and reflecting on them; and Culture refers to 'self' and 'other' awareness, identity, citizenship and progression towards pluricultural understanding.
Hence, the combination, interaction and interrelation of these four Cs, each presenting an intrinsic goal, is the key for CLIL success. Conversely, syntax, writing, pronunciation, pragmatics or informal language are unaffected. Further, …what separates CLIL from some established approaches such as Content-Based Language learning or forms of bilingual education is the planned pedagogical integration of contextualised content, cognition, communication and culture into teaching and learning practice.
Coyle, 45 With regard to the implementation of this methodology, CLIL teachers must make use of authentic realia since it is a perfect example of how the target language is used. This aspect of CLIL methodology has been covered in the case explained in this chapter by using real texts, videos and pictures on India. It is a whole- faculty project that encompasses all kinds of activities. That week has its teaching schedule divided into a first time zone where classes are normally taught although some teachers program different activities within the regulated contents of the teaching guides and a second time slot where the students are distributed according to the interest they have shown regarding the different general activities programmed for the entire Centre.
Although espaciCinema activities take place throughout the course, we always have an important presence within each SAC. The goal of these activities was to offer Primary Education teachers-to-be a new tool to use new information and communication technologies in the primary classroom, enabling children to become cinema directors with the aim of being able to use cinema in an innovative way to acquire knowledge. This type of story always includes a personal point of view expressed in just a few minutes.
Then, a review was carried out of the didactic sequence that should be followed in order to 2 create a digital story that contained the real characteristics of the genre, that is: i selection of the topic, ii research of sources to watch different examples professional competences related to researching , iii the creation of folders on the deskstop for students to learn how to get organized professional skills , iv searching for information on the topic which was reated to the CLIL implementation and scriptwriting literary proficiency , v search for images and sound visual and digital competencies and the creation of the storyboard professional skills.
Photostory 3 by Microsoft was the software used to create the digital stories. For all these steps, the students were provided with a series of web pages from which they could obtain images and sounds without copyright, showing them the importance of this fact. The evaluation of this activity was very positive and consisted of the visualization of the digital stories in groups and the elaboration of a constructive criticism of both the story and the editing, as well as of the workshop as a whole.
Once the digital storytelling workshop was over, the instructions given to students were that they had to create a video between 3 and 5 minutes long that supposedly served as the basis or starting point for an awareness raising didactic unit about the acceptance and understanding of refugees; the reason for their situation and their resilience.
That is to say, they would have to create a digital story from which imaginatively they could develop activities that would work competences related to intercultural education, Education for Development and English learning in the Primary Education classrooms they were attending as teachers on their practice period the following term. Once the students had been instructed regarding Digital Storytelling, they were divided into groups. Generally, students in a CLIL class are divided into small groups, and each member of the group carries out a task.
The purpose of group work is to promote peer collaboration. A tandem for Social Awareness regarding Refugees in EFL class Furthermore, group work enables participation of students with special needs since they can carry out simple and easy tasks. Thanks to this strategy, these students become conscious about the fact that their work is also important and they felt a sense of belonging to the group.
Scaffolding as a strategy, a process in which students are guided and supported by their teachers, particularly during interaction, was also used. The didactic sequence implemented after the Digital Storytelling workshop was composed of three stages: 1.
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Researching on refugees. Then, they had to write a report on the issue. The source materials for the research were freely available online resources in English, through their mobile devices in class. Developing their mind maps English language content. Creating digital stories. Students used their mind map information to write their digital story scripts. They also had to get organized by creating their storyboards, looking for images and sounds to be filed in their deskstop folders, and so on. The digital stories that were created and discussed later were selected to participate in the IVMICE Mostra International de Cinema Educatiu whose motto "Dreaming stronger than ever" captivated our students.
The MICE is a European project that encourages educational cinema to move from non-formal learning to a curricular adaptation. Additionally, with the aim of evaluating the content related to Geography and History Syrian refugees and the awareness-raising content CLIL , a final column was added: awareness and further thoughts.
Regarding this part, a debate was held in the classroom and a direct observation assessment was implemented. Results The results obtained were very interesting. The 14 digital stories attracted an audience that completely filled the exhibition room in an event that more than fulfilled its objective. The stories showed the digital skills and creativity of these students and their predisposition to issues related to social construction, as can be seen in the relationship that we show below see figure 1.
Figure 1. Content of the MICE exhibition All the work related to this task was programmed to be carried out in groups from the beginning, as mentioned previously. Regarding the results of the evaluation based on the rubric created to this end, scores ranged from 1 to Usually they were assigned between 7 and 10 on the scale. We finally made the decison of not taking them into account because we detected a numerical alteration linked to group friendships and personal relationships.
A tandem for Social Awareness regarding Refugees in EFL class terms of linguistic content and the research and its accuracy in terms of History and Geography content. We also studied the comments that the students made in their peer evaluation in depth. However, they mix images of people from India on a train that could be weird for children. Incredible story, amazing. Good subliminal message. Great topic.
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Good text story. Hence, these Primary students were instructed on the plight of refugees and their circumstances, due to the content on Geography and History included in the digital stories. The MEP valued positively the initiatives of this kind and asked us to keep on working in this line because it is an initiative that had been replicated in Primary schools and thus, it has gone from a task carried out at university straight towards society, one of the objectives that were intended.
The Digital stories have been used in Primary Education classrooms, they are generating end-of-grade work and, above all, they have been part of the meaningful learning that involves 'learning by doing'. To finish this conclusion, we would like to highlight that this novel approach has undeniably enlivened this group of students as we were able to check in their MICE closing discourse. In that speech, our students said: We think that education is the best weapon against all the world illnesses.
- La mercantilització de la sanitat.
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It has given us the opportunity to open our eyes to this universal blindness in order to create committed, sensitive and empathetic citizens with the world that surrounds us; with the world we live in. Thanks to the development of this project we have achieved an improvement in some particular competences such as: geographical, technological, social, and those related to international cooperation, collaboration, awareness, empathy and creativity. In sum, choosing engaging and worthwhile material and approaches for teaching languages is crucial, as seen in this CLIL approach to language teaching and learning experience.
Experiencing Digital Storytelling. Valencia: JPM Ediciones. Nottingham: the University of Nottingham. Theory and planning for effective classrooms: supporting students inContent and language integrated learning contexts.
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Brussels: European Commission EC. Yolanda, Ruiz de Zarorbe and David Lasagabaster. Capturing lives. Creating Community. PhD Thesis. Actions, Trends and Foresight Potential. Strasbourg, European Commission. CLIL research in Europe: past, present, and future. Palabras clave: lectura, TIC, trabajo por proyectos, Secundaria.
Figura 1. Figura 2.
Figura 3. Figura 5. Un amor, uns carrers. LARA, T. Barcelona, Espanya: Octaedro. La lectura al Centre.
Llegir i escriure llibres, pantalles, documents al Pla de Lectura de Centre. Alzira, Espanya: Editorial Bromera.
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El lector juvenil entre las lecturas personales y las escolares. La lengua escrita y los proyectos de trabajo. Propuestas para el aula.
Projectes, projectes de treball, projectes de recerca del medi. This is even more important in the CLIL classroom, where interrelations and classroom work have to be entirely in an L2. However, very often teachers disregard this issue, and just jump to content activities when they elaborate their curricula. The present study analyses the pragmatic strategies proposed for use in the classroom in Teaching Units presented for the final project of a teacher training course designed to enable teachers at all education levels pre-school, infant, primary and secondary to teach in CLIL environments.
Introduction Parallel to the increasing number of CLIL classrooms around the globe, there is a growing need for researchers and practitioners in the field to reflect on issues concerning CLIL methodology and praxis and its evaluation strategies. Indeed, methodological adjustments, teaching materials and assessment need to be reconsidered when dealing with CLIL classrooms and the acquisition of L2 competence.
When looking at how CLIL is put into practice, proper scaffolding becomes crucial to obtaining the expected results.