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Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References

, Ji Yeon. “Postsecondary EFL Students’ Evaluations of Corpora with regard to English Writing.” The SNU Journal of Education Research , vol. 19, 2010, pp. 57-85. Chang, Ji Yeon. The use of General and Specialized Corpora as Reference Tools for Academic and Technical English Writing: A Case Study of Korean Graduate Students of Engineering. Seoul National University, 2011. Chun, Sooin. “Learners as Corpus Researchers: The Process of Developing Inductive Vocabulary learning through Hands-on Concordancing.” Doctoral Dissertation. Chung-Ang University

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New Technologies, Multiple Literacies and Teaching English as a Foreign Language

Practice System Based on Portfolio Analysis”. Educational Technology & Society, vol. 20, no. 2, 2017, pp. 265-277. Ya-Hui, Hsieh, et al. “Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students’ Game-Based Learning”. Interactive Learning Environments , vol. 24, no. 1, 2013, pp. 178-93. Yang, Shu-Ching. “Integrating Computer-Mediated Tools into the Language Curriculum”. Journal of Computer Assisted Learning, vol. 17, no. 1, 2001, pp. 85-93.

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Foreign Language Teaching in a Sexed Classroom

Abstract

Recent scientific studies have demonstrated the clear existence of brain sexual dimorphism, with distinct structural, chemical, genetic, hormonal and functional differences between the two sexes. In spite of the complexity of this theme and even though science acknowledges that many questions are still not answered, it is a fact today that the brain is a sexed organ. The differences between girls and boys regarding cognitive and emotional processing naturally have consequences in teaching-learning situations. Nevertheless, most teachers are not aware of these differences and their effects. Each group of students is not a selection of androgynous individuals, therefore differentiated strategies according to sex are an optimisation tool in teaching-learning situations, both in single-sex and co-ed contexts.

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Some Lessons Learned: The ReCLes.pt CLIL Project in Higher Education

Abstract

This paper draws together a number of best practices identified over the course of the national ReCLes.pt CLIL project. Developed by Portuguese Higher Education Institutes (HEIs) associated in the Network Association of Language Centers in Higher Education in Portugal (ReCLes.pt, http://recles.pt), the project promoted pilot teacher training courses in Content and Language Integrated Learning (CLIL). Ultimately, 33 CLIL course modules were implemented in six participating HEIs, impacting over 600 students. Over the course of three years to reach this initial long-term goal, the ReCLes.pt CLIL researchers collaborated to review the literature and work through the resulting debates. The resulting overarching course of action is reflected in the teaching manual, written collaboratively and published with the related data-gathering tools for the study partially funded by the Portuguese Foundation for Science and Technology. The best practices focused on in this article include promoting the perspective of FL learners as FL users, the practical implementation of communities of practice and learning, and the development of CLIL modules to include scaffolding and ICT.

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Focus on Form in Content-Based Instruction: in Primary School Arts and Crafts CLIL

Works Cited Coyle, Do. CLIL: Planning Tools for Teachers . University of Nottingham, 2005. Coyle, Do. “Strengthening Integrated Learning: Towards a New Era for Pluriliteracies and Intercultural Learning.” Latin American Journal of Content & Language Integrated Learning , vol. 8, no. 2, 2015, pp. 84-103. Coyle, Do, Philip Hood and David Marsh. Content and Language Integrated Learning . Ernst Klett Sprachen, 2010. Dalton-Puffer, Christiane. Discourse in Content and Language Integrated Learning (CLIL) Classrooms , vol. 20, John Benjamins

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What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal

.coe.int/1680459f97. Accessed 11 Feb. 2018. Coyle, Do. CLIL Planning Tools for Teachers . School of Education – University of Nottingham, 2005, www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf . Accessed 11 Feb 2018. Coyle, Do. “Listening to Learners: An Investigation into ‘Successful Learning’ across CLIL Contexts.” International Journal of Bilingual Education and Bilingualism , vol. 16, no. 3, 2013, pp. 244-66, doi:10.1080/13670050.2013.777384. Coyle, Do, Philip Hood, and David Marsh. CLIL Content and Language

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