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Teaching and learning for global citizenship in the EFL classroom – towards a pedagogical framework
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A exploração da paisagem linguística como sensibilização para a diversidade linguística e cultural em aula de inglês no 1º CEB
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Os reportórios plurilingues num processo de aprendizagem ao longo da vida: o caso dos estudantes maduros da Universidade de Aveiro
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The Project English Plus: a CLIL approach in a Portuguese school ...
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O uso da canção na aprendizagem de vocabulário em aulas de inglês no 1º CEB
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Teachers’ view of Language(s) in (CLIL) Science education: a case study in Portugal
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A rolling stone gathers no moss? The case of mature students in higher education and their plurilingual repertoires
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Perspectives of students for orienting teaching practices in the integration between Science and English at Portuguese middle school level
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Abstract:
Research on the integration of Science education and English learning as well as on the Language focus for Science education is highly relevant, when considering the importance of scientific literacy and language proficiency for education and its global demands. Because of the additional language, CLIL represents a possible educational approach for researchers to “weigh” the importance of a language-aware teaching of Science (Blanchard, Masserot, & Holbrook, 2014; Wolff, 2012). A CLIL-type programme – the English Plus (EP) project – has been implemented in one state middle school in North Portugal, integrating the use/learning of English with History (2010-2013, Simões, Pinho, Costa, & Costa, 2013) and Science (2014 onwards, Piacentini, Simões, & Vieira, 2017) education. The main purpose of our research (FCT grant: SFRH/BD/102895/2014) – framed in the socio-constructive paradigm and designed as a descriptive-explanatory case study – is to understand what orientations for teacher practices in integrating Science with English emerge from the EP experience of a diversity of participants (English and Science teachers, former and current 7th-8th grade students), in order to improve the learning of both Science and English (Grandinetti, Langellotti, & Ting, 2013). More specifically, this work shows the relationship of students with the project and its approach as well as advantages/disadvantages they identify in learning a subject with a foreign language; in turn, all this contributes to reflect on teaching practices. Data have been collected in 2015-2016 through semi-structured questionnaire and interviews, and a software-mediated content analysis has been performed. The importance of “integrated learning”, as well as of a diversity of strategies used by the teacher to support/scaffold the learning, is definitively present in students’ voice.
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URL: http://hdl.handle.net/10773/22778
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As canções como recurso para a aprendizagem de vocabulário em aula de inglês do 1º CEB
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Gestos no mundo: sensibilização para a interculturalidade no 1º ciclo
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The language focus of Science education integrated with English learning
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A educação intercultural e a desconstrução de estereótipos e preconceitos: um estudo no 1º CEB
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Multicultural picturebooks no desenvolvimento da relação com o outro em aula de inglês do 1º CEB
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The language focus of Science education integrated with English learning
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As abordagens plurais para o desenvolvimento da competência lexical nas aulas de inglês no 1º Ciclo do Ensino Básico
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From the awareness on plurilingual competence to one study in Portugal revealing some inclusive achievements
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey ; Language and intercultural communication
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey
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A Publicidade no Ensino do Inglês no 1.º Ciclo: uma abordagem didática
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