In-house CBI materials and English language education

• Autores: Ali Isik
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 38, 2022, 158 págs.
• Idioma: inglés
• DOI: 10.30827/portalin.vi38.22204
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio tiene como objetivo investigar y comparar los efectos de los materialespropios de instrucción basada en contenidos (IBC) y los materiales de un curso deinglés general en las actitudes de los estudiantes hacia el aprendizaje de la lengua inglesa;junto con su impacto en el desarrollo del idioma y el dominio del contenido académico.También se centra en las actitudes de los profesores de inglés como lengua extranjera (ILE) ylos miembros de las facultades relacionadas con los materiales de IBC. Utilizando un diseñode investigación de métodos mixtos, se han recopilado datos de 175 estudiantes universitariosde ILE de primer año, 17 profesores de ILE y siete miembros de diferentes facultades.El profesorado de ILE había desarrollado sus propios materiales IBC para cada programaacadémico. Los resultados indican que los estudiantes ven más positivamente los materialespropios de IBC que los materiales del curso de inglés general. Además, los materiales de IBCtambién contribuyeron al desarrollo del inglés de los estudiantes y al dominio del contenidoacadémico. Finalmente, tanto los profesores generales como los profesores de inglés comolengua extranjera expresaron actitudes positivas hacia los materiales de IBC.

  • English

    This study aimed to investigate and compare the effects of in-house content-based instruction (CBI) materials and general English course materials on student attitudes toward English language learning together with their impact on student English language development and mastery of academic content. It also focused on the attitudes of English as a foreign language (EFL) teachers and departmental faculty members towards CBI materials. Using a mixed-methods research design data were collected from 175 university freshman EFL students, 17 EFL teachers, and seven departmental faculty members from different faculties. The EFL teachers developed their own CBI materials for each academic program. The results indicated that the students viewed the in-house CBI materials more positively than general English course materials. Moreover, the CBI materials also contributed to the students’ English development and mastery of academic content. Finally, both the EFL teachers and lecturers expressed positive attitudes towards the CBI materials.

     

• Referencias bibliográficas
  • AECLIL (2013). Assessment and evaluation in CLIL. Retrieved March 12, 2019, from, www.aeclil.net.
  • Allen, M. (2004). Reading achievement of students in French immersion programs. Education Quarterly Review, 9, 5–30.
  • Alonso, E., Grisaleña, J., & Campo, A. (2008). Plurilingual education in secondary schools: Analysis of results. International CBI Research...
  • Arnó-Macià, E. & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CBI) at university:...
  • Ball, P., Kelly, K., & Clegg, J. (2015). Putting CBI into practice. Oxford University Press.
  • Ballinger, S. (2013). Towards a cross-linguistic pedagogy. Journal of Immersion and Content-Based Language Education, 1, 131–148.
  • Banegas, D. (2012). Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges....
  • Bruton, A. (2013). CBI: Some of the reasons why… and why not. System, 41(3), 587-597.
  • Bruton, A. (2015). CBI: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System, 53, 119-128.
  • Bulon, A. (2020). Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings: Does input quantity impact range and accuracy?...
  • Cammarata, L. & Haley, C. (2018). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional...
  • Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The Same or Different? Language, Culture and Curriculum,...
  • Cenoz, J. & Ruiz de Zarobe, Y. (2015). Learning through a second or additional language: Content-based instruction and CBI in the twenty-first...
  • Corrales, K. & Maloof, C. (2011). Student perceptions on how content-based instruction supports learner development in a foreign language...
  • Corzo, J. Q. & Lopera, C. J. L. (2016). Content based lesson plans inside the English rural classrooms. International Education Studies,...
  • Coyle, D., Hood, P., & Marsh, D. (2010). CBI: Content and language integrated learning. Cambridge University Press.
  • Czura, A., Papaja. K., & Urbaniak, M. (2009). Bilingual education and the emergence of CBI in Poland. In D. Marsh, P. Mehisto, D. Wolff,...
  • Dalton-Puffer, C., Hüttner, J., Schindelegger, V., & Smit, U. (2009). Technology-geeks speak out: What students think about vocational...
  • Dupuy, B.C. (2000). Content‐based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign...
  • Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model. Pearson.
  • Graham, K.M., Choi, Y., Davoodi, A., Razmeh, S. & Dixon, L.Q. (2018). Language and content outcomes of CLIL and EMI: A systematic review....
  • Infante, D., Benvenuto, G., & Lastrucci, E. (2009). The effects of CBI from the perspective of experienced teachers. In D. Marsh, P. Mehisto,...
  • Işık, A. (2021). How Effective is the assessment component of a customized CLIL program? Latin American Journal of Content & Language...
  • Işık, A. & Işık, B. (2020). Where do the problems in the Turkish foreign language education stem from? International Journal of Languages...
  • Junyue, C., & Yang, X. (2011). A study of the effects of the content-based instruction for English majors in the Chinese context. Chinese...
  • Kong, S. (2015). Designing content‐language integrated learning materials for late immersion students. TESOL Journal, 6(2), 302-331.
  • Lai, Y., & Aksornjarung, P. (2018). Thai EFL learners’ attitudes and motivation towards learning English through content-based instruction....
  • Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CBI. Cambridge University Press.
  • Lo, Y.Y. (2015). A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes. International...
  • Lorenzo, F. (2007). An analytical framework of language integration in L2 content-based courses: The European dimension. Language and Education,...
  • Lorenzo, F., Casal, S., & Moore, P. (2010). The effects of content and language integrated learning in European education: key findings...
  • Mayo, M.D.P.G., & Ibarrola, A.L. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings....
  • Mehisto, P. (2008). CBI counterweights: recognizing and decreasing disjuncture in CBI. International CBI Research Journal, 1(1), 93-119.
  • Mehisto, P. (2012). Criteria for producing CBI learning material. Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas,...
  • Mehisto, P., Wolff, D., Martin, M. J.F., & Marsh, D. (2012). European framework for CBI teacher education. Encuentro: Revista de Investigación...
  • Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ practices and perspectives. In Critical perspectives on language...
  • Morton, T. (2018). Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CBI). International...
  • Nikula, T. (2015). Hands-on tasks in CBI science classrooms as sites for subject-specific language use and learning. System, 54, 14-27.
  • Oattes, H., Oostdam, R., de Graaff, R., & Wilschut, A. (2018). The challenge of balancing content and language: Perceptions of Dutch bilingual...
  • Papai, N.D. (2000). Literacy development through content-based instruction: A case study. Working Papers in Educational Linguistics, 16(2),...
  • Pena, C.A., & Pladevall-Ballester, E. (2020). Effects of focus on form on primary CLIL students’ foreign language performance in task-based...
  • Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism,...
  • Reynolds-Young, D., & Hood, S. (2014). Balancing content and language in the English language development classroom. ORTESOL Journal,...
  • Short, D.J. (2017). How to integrate content and language learning effectively for English language learners. Eurasia Journal of Mathematics,...
  • Siekmann, S., Webster, J.P., Samson, S. A. A., & Moses, C.K. (2017). Teaching our way of life through our language: Materials development...
  • Stoller, F.L. (2008). “Content-based instruction.” In N. Van Deusen-Scholl & N. H. Hornberger. Encyclopedia of Language and Education...
  • Sylvén, L.K., & Tompson, S. (2015). Language learning motivation and CBI: Is there a connection? Journal of Immersion and Content-Based...
  • Tedick, D.J., & Cammarata, L. (2012). Content and language integration in K–12 contexts: Student outcomes, teacher practices, and stakeholder...
  • Tedick, D., & Wesley, P. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language,...
  • Tseng, C.T.H. (2017). Teaching "cross-cultural communication" through content-based instruction: Curriculum design and learning outcome...
  • Wesely, P.M. (2009). The language learning motivation of early adolescent French immersion graduates. Foreign Language Annals, 42, 270–286.
  • Zhyrun, I. (2016). Culture through comparison: Creating audio-visual listening materials for a CBI course. LACLIL, 9(2), 345-373.