The use of digital resources and materials In and outside the bilingual classroom / El uso de los recursos y materiales digitales dentro y fuera del aula bilingüe

Navarro-Pablo, Macarena and López-Gándara, Yiyi and García-Jiménez, Eduardo The use of digital resources and materials In and outside the bilingual classroom / El uso de los recursos y materiales digitales dentro y fuera del aula bilingüe. Comunicar, 2019, vol. 27, n. 59, pp. 83-93. [Journal article (Paginated)]

[img]
Preview
Text (In English)
c5908en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (4MB) | Preview
[img]
Preview
Text (En español)
c5908es.pdf
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (5MB) | Preview

English abstract

Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources and materials in the classroom. The aims of this study are: 1) To analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; 2) To analyse how the educational stage affects teachers' and learners' perceptions on this use; 3) To analyse the type of digital resources and materials in English that learners use outside the classroom. The following analyses have been carried out: Categorical Principal Components Analysis; Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; and that these perceptions are affected by the educational stage. This study concludes that the type of resources and materials that learners use outside the classroom is determined by those used in the classroom. However, at home, they are used differently, which is indicative of the need to adapt classroom practices to learners’ own independent uses.

Spanish abstract

La investigación sobre la integración de recursos y materiales digitales en contextos AICLE es todavía escasa. Este trabajo presenta los resultados obtenidos en ocho centros de la provincia de Sevilla, donde se han recogido las opiniones de alumnado y profesorado AICLE a través de cuestionarios y entrevistas. Los objetivos del estudio son: 1) Analizar las opiniones de los participantes sobre la integración de los recursos y materiales digitales en el aula; 2) Analizar cómo afecta la etapa educativa a las opiniones de ambos grupos; 3) Analizar el tipo de recursos y materiales digitales en lengua inglesa que utiliza el alumnado fuera del aula. Se han llevado a cabo los siguientes análisis: análisis de componentes principales categóricos; prueba no paramétrica U de Mann-Whitney; análisis de contenido; y se ha calculado el coeficiente de correlación de Pearson. Los resultados muestran discrepancias en las percepciones de profesorado y alumnado con respecto al uso de los recursos y materiales digitales en el aula; y que estas percepciones se ven afectadas por la etapa educativa. Este estudio concluye que el tipo de recursos que utiliza el alumnado fuera del aula está condicionado por el uso que se hace de ellos dentro de la misma. Sin embargo, en casa se utilizan de manera diferente, lo que revela la necesidad de adaptar las prácticas de aula a los usos autónomos del alumnado.

Item type: Journal article (Paginated)
Keywords: Content and Language Integrated Learning; bilingual education; instructional materials; mixed method research; primary education; secondary education; informal learning; digital communication; Aprendizaje Integrado de Contenidos y Lengua Extranjera; enseñanza bilingüe; material didáctico; metodología mixta; educación primaria; educación secundaria; aprendizaje informal; comunicación digital
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 20 Apr 2019 11:09
Last modified: 20 Apr 2019 11:09
URI: http://hdl.handle.net/10760/34261

References

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press. https://doi.org/10.1075/jicb.5.1.07gie

Banegas, D.L. (2017). Teacher developed materials for CLIL: Frameworks, sources, and activities. Asian EFL Journal, 19(3), 31-48. https://bit.ly/2SJqoxU

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: The MIT Press. https://doi.org/10.21236/ad0616323

Coyle, D. (1999). Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts. In J. Masih (Ed.), Learning through a foreign language (pp.46-62). London: CILT.

Coyle, D. (2002). Relevance of CLIL to the European Commission’s Language. In D. Marsh (Ed.), CLIL/EMILE. The European dimension. Actions, trends, and foresight potential (pp. 1-25). Córdoba: Universidad de Córdoba.

Coyle, D. (2008). CLIL - A pedagogical approach. In N. Van-Deusen-Scholl, & N. Hornberger (Eds.), Encyclopedia of language and education (pp. 97-111). New York: Springer. https://doi.org/10.1007/978-0-387-30424-3_92

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language Integrated Learning. Cambridge: Cambridge University Press.

Creswell, J.W. (2014). Research design: Qualitative, Quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.

Cummins, J. (1998). Immersion education for the millennium: What have we learned from 30 years of research on second language immersion? In M.R. Childs, & R.M. Bostwick (Eds.) Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education (pp. 34-47). Japan: Katoh Gakuen.

Dalton-Puffer, C. (2011). Content and Language integrated learning: From practice to principles? Annual Review of Applied Linguistic. https://doi.org/10.1080/09571736.2014.891370

Dalton-Puffer, C. (2014). You can stand under my umbrella: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee and Gorter (2013). Applied Linguistics, 35(2), 213-218. https://doi.org/10.1093/applin/amu010

Fernández-Fontecha, A. (2006). The design of ICT materials for L2 teaching: state of the art. Interlingüística, 17, 333-344. https://bit.ly/2PyPjSM

Fernández-Fontecha, A. (2012). CLIL in the foreign language classroom: Proposal of a framework for ICT materials design in language-oriented versions of content and language integrated learning. Alicante Journal of English Studies, 25, 317334. https://doi.org/10.14198/raei.2012.25.22

Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias, J. (2017). Analysing students’ content-learning in science in CLIL vs. Non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2017.1294142

Henderson, M., & Romeo, G. (eds.) (2015). Teaching and digital technologies. Cambridge: Cambridge University Press.

Izquierdo, J., De-la-Cruz-Villegas, V., Aquino-Zúñiga, S.P., Sandoval-Caraveo, M.C., & García-Martínez, V. (2017). Teachers’ Use of ICTs in public language education: Evidence from second language secondary-school Classrooms. [La enseñanza de lenguas extranjeras y el empleo de las TIC en las escuelas secundarias públicas]. Comunicar, 25(50), 33-41. https://doi.org/10.3916/C50-2017-03

Larsen-Freeman, D., & Anderson, M. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press. https://doi.org/10.2307/328245

Lesmes-Sáenz, L.A., Rodríguez-Roncancio, E., & Naranjo-Colorado, L.D. (2010). TIC y educación: Los medios digitales en la educación. Congreso Iberoamericano de Educación. Metas 2021. Buenos Aires, 13-14 and 15 of September, 2010.

Maggi, F., Cherubim, M., & García-Pascual, E. (2014). Using Web 2.0 tools in CLIL. In S. Garton, & K. Graves (Eds.), International perspectives on materials in ELT. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137023315.0021

Manrique-Orozco, A.M., & Gallego-Henao, A.M. (2013). El material didáctico para la construcción de aprendizajes significativos. Revista Colombiana de Ciencias Sociales, 4(1), 101-108. https://bit.ly/2zTmSKw

Marsh, J. (2010). Young children’s play in online virtual worlds. Journal of Early Childhood Research 8(1), 23-39. https://doi.org/10.1177/1476718X09345406

Martín-Barbero, J. (2006). La educación desde la comunicación. Bogotá: Norma.

Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro 21(1), 15-33. https://bit.ly/2Ld7EnX

Meyer, O. (2010). Towards quality-CLIL: Successful planning and teaching strategies. Pulso 33, 11-29. https://bit.ly/2rAn2Ss

Moore, P., & Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. Vienna English Working Papers, 16(3), 28-35. https://bit.ly/2EjCCcO

Moore, P., & Lorenzo, F. (2015). Task-Based learning and content and language integrated learning materials design. Process and product. Language Learning Journal, 43(3), 334-357. https://doi.org/10.1080/09571736.2015.1053282

Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ practices and perspectives. In J. Gray (Ed.), Critical perspectives on language teaching materials (pp.111-136). Basignstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137384263_6

Pérez-Cañado, M. (2012). CLIL research in Europe: Past, present and future. International Journal of Bilingual Education and Bilingualism 15(3), 315-341. https://doi.org/10.1080/13670050.2011.630064

Ruiz-de-Zarobe, Y., Sierra., J., & Gallardo, F. (2011). Content and foreign language integrated learning. Contributions to multilinguals in European contexts. Berna: Peter Lang. https://doi.org/10.3726/978-3-0351-0171-3

Scrivener, J. (2011). Learning Teaching. London: Macmillan.

Smit, H. (2007). Free teaching materials for CLIL lessons. In B. Roza-González (Ed.). Good practice in content and language integrated learning (pp. 67-69). Gijón: BeCLIL,

Tomlinson, B. (ed.) (1998). Materials development in language teaching. Cambridge: Cambridge University Press.

Wong, L.H., Chai, C.S., & Aw, G.P. (2017). Seamless language learning: Second language learning with social media. [Aprendizaje de idiomas ‘sin costuras’: Aprendizaje de segundas lenguas y redes sociales. Comunicar, 50(25), 9-21. https://doi.org/10.3916/C50-2017-01


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item