An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find out what the teachers' and pupils' perceptions were of the use and role of English in this particular cross-curricular project. Applying case study methodology, data was collected using triangulation through observations, a focus group interview with the teachers and a pupil questionnaire. The results show that all the involved teachers and a majority of the pupils were positive towards the integration of content and language, but not on a permanent basis. The teachers felt that the project gave the pupils the opportunity to work with the language and develop communication skills. The pupils said that they had learned more speaking skills compared to being taught English as a separate subject, closely followed by writing and reading skills. However, some felt that they had not learned any grammar, which showed a view of English as a skills subject. The study shows that project-based cross-curricular work could be a successful way to integrate content and language, provided projects are well-planned and clearly structured.

Content and Language Integrated Learning (CLIL) is a dual focused pedagogical practice in which a language other than the students’ first language is taught through content. CLIL has grown to become a popular pedagogic approach within education systems across the world. However, research conducted in Swedish primary schools is extremely limited. Therefore, the aim of this study is to provide an insight into what factors are of relevance for the practice to be successful, as well as whether an implementation of the approach in the Swedish educational system would be beneficial. The study presents an overview regarding previous research and relevant theoretical perspectives. Semi-structured interviews with five primary school teachers in the south of Sweden were conducted for this study. The results reveal numerous beneficial factors, such as the students’ language skills and knowledge skills developing simultaneously in meaningful contexts. An additional beneficial factor expressed by all the interviewed teachers is the development of the students’ interculturality, which is stated as a key skill to develop through English as a Foreign Language (EFL) teaching by the Swedish National Board of Education (Skolverket). However, the conclusion demonstrates that the major challenges are the lack of a set framework and adapted materials available in Sweden for the pedagogical practice.

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools / Mer än 20 000 högstadiet elever i Sverige har valt att lära sig matematik på engelska, men det finns väldigt lite forskning inom området. Detta arbete granskar hur mycket utbildning i andraspråksinlärning har lärare som undervisar matematik på engelska till svensktalande elever och hur många av de undervisnings-strategier som tidigare forskning har visat att vara effektiva används numera under matematiklektionerna på engelska? Arbetet bekräftar tidigare forskning, som visar att få lärare som undervisar matematik på engelska till svensktalande elever har fått utbildning i andraspråksinlärning, men den här forskningen visar att några av de effektiva strategierna numera används under matematiklektioner i vissa skolor. / <p>Matematik</p>

The main goal of the diploma thesis "Content and Language Integrated Learning with ICT using the Interactive Whiteboard" is to provide a comprehensible assessment of the potential benefits of employing CLIL during ICT lessons. The thesis focuses on the recent history of CLIL and its roots as well as the official support it receives from the European Union. This work also takes a look at the advantages CLIL has to offer and why anybody should consider using it. This work goes on to suggest some basic questions a teacher should ask him/herself when considering whether to employ CLIL or not. The Practical Part is focused on creating a series of activities that may serve as an example of using CLIL during ICT lessons while making use of the Interactive Whiteboard, one of the new tools that is available to an increasing number of schools. The Practical Part also includes sample files to be opened on the Interactive Whiteboard, the age range of learners for whom the activity is intended, their learning context, aims and expected learning outcomes for each activity as well as the kinds of tasks included in each activity and the expected problems. Key Words: CLIL, Content and Language Integrated Learning, ICT, Information and Communication Technology, IWB, Interactive Whiteboard, second language,...

Made available in DSpace on 2017-07-21T14:54:05Z (GMT). No. of bitstreams: 1 Braga, Lucimar Araujo.pdf: 1194079 bytes, checksum: 9a85030303c4cd975e09bbedb341adcf (MD5) Previous issue date: 2013-08-29 / Reflecting the possibility of talking about beliefs involving teacher´s behavior in class instigated us to try to understand how these attitudes appear in language classrooms. Barcelos (2004, 2006, 2010, 2011), considers that beliefs have great power upon our behavior and actions, existing an inter-relation among beliefs, attitudes and identity construction. Understanding teacher´s identity as an ongoing process (TADEU DA SILVA,2004) that shapes itself to the reality inside the classroom and knowing that beliefs and attitudes can be modified, as well as language policies are inter-related in this process all the time this research, with a qualitative nature, aims at observing,identifying and analyzing beliefs and attitudes of a teacher from a public school located in Paraná. Our studies comprehended Spanish teaching/learning process, as a case study. Based on Picanço (2003), we gathered historical facts related to language teaching/learning process analyzed through the language policy in Brazil, specifically in Paraná. In the theoretical revision, we present some positions about studies related to beliefs and attitudes according to Le Bon (2002); Barcelos (2004, 2006, 2010, 2011);Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011) among others. Some questions guided this work: “ which beliefs the teacher shows in her practice?” “Are there any difference between teacher´s beliefs and acts and the language policy concerned to language teaching?” “What relations do these beliefs establish with the teacher´s actions?”. In general terms, the beliefs presented in Spanish language classes are similar to some beliefs that have already appeared in other research works, once the participant showed beliefs with these thematic: a) beliefs about the learning process of FL by FL;b) Beliefs about how to deal with an error; c) Beliefs about the lack of interest in learning FL; d) Beliefs about the importance of learning S/FL; e) Beliefs about student´s autonomy in learning language; f) Beliefs about the role of the vocabulary in S/FL classes; g) Beliefs about the ludic role in the S/FL classes; h) Beliefs about the necessity of persuade students to learn; i) Beliefs about the “facility” in learning S/FL; and j) Beliefs about the group work activities role in class. / A possibilidade de propor reflexões que envolvam crenças e atitudes de professores em atuação nos instigou a querer compreender como estas aparecem nas salas de aula de línguas. Barcelos (2004, 2006, 2010, 2011) considera que as crenças exercem impacto em nosso comportamento e em nossas ações, e que existe uma inter-relação entre crenças, atitudes e construção de identidade. Compreendendo a identidade do professor como um processo contínuo (TADEU DA SILVA, 2004) que a cada dia se molda à realidade existente nas salas de aula e partindo do pressuposto de que as crenças e atitudes podem ser modificadas, bem como as políticas linguísticas estão interrelacionadas nesse processo o tempo todo esta pesquisa, de natureza qualitativa, teve como objetivo observar, identificar e analisar crenças e atitudes de uma professora de de línguas de uma escola pública no estado do Paraná. Amparados em Picanço (2003), realizamos um apanhado de fatos históricos relacionados ao percurso do ensino e da aprendizagem de línguas, pelo viés da política linguística no Estado brasileiro e mais especificamente no Paraná. Na revisão teórica, apresentamos posicionamentos sobre os estudos a respeito de crenças e atitudes segundo Le Bon (2002); Barcelos (2004, 2006,2010, 2011); Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011), entre outros. As questões que nortearam esta dissertação foram as seguintes: “Que crenças a professora manifesta em sua prática? Que relação essas crenças estabelecem com as ações da professora? Há convergência entre as crenças e ações da professora e as políticas linguísticas voltadas à educação de línguas?”. Em termos gerais, as crenças apresentadas nas aulas de língua espanhola se assemelham a algumas crenças levantadas e apresentadas em outras pesquisas da mesma natureza, uma vez que a participante manifestou crenças relativas às seguintes temáticas: a) Crenças sobre o aprendizado da LE pela LE; b) Crenças sobre o tratamento do erro; c) Crenças sobre a falta de interesse em aprender LE; d) Crenças sobre a importância de aprender E/LE; e) Crenças sobre a autonomia do aluno para aprender; f) Crenças sobre o papel do vocabulário nas aulas de E/LE; g) Crenças sobre o papel do lúdico nas aulas de E/LE; h) Crenças sobre a necessidade de convencer os alunos a aprender; i) Crenças sobre a “facilidade” em aprender E/LE; e j) Crenças sobre o papel da realização de trabalhos em grupo.

Submitted by Ana Carolina Freschi null (anafreschi@gmail.com) on 2017-03-22T09:37:45Z No. of bitstreams: 1 FRESCHI - Dissertação (final).pdf: 1517831 bytes, checksum: e76ed8dcf99b4a4ff90917b82179e786 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-22T19:24:18Z (GMT) No. of bitstreams: 1 freschi_ac_me_sjrp.pdf: 1517831 bytes, checksum: e76ed8dcf99b4a4ff90917b82179e786 (MD5) / Made available in DSpace on 2017-03-22T19:24:18Z (GMT). No. of bitstreams: 1 freschi_ac_me_sjrp.pdf: 1517831 bytes, checksum: e76ed8dcf99b4a4ff90917b82179e786 (MD5) Previous issue date: 2017-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Teletandem (TTD) é um contexto de ensino-aprendizagem em que pares de falantes de línguas diferentes trabalham de forma autônoma e colaborativa para aprenderem a língua um do outro por meio de encontros virtuais com uso da tecnologia VoIP (imagens de webcam, voz e texto). Na modalidade teletandem institucional integrado (TTDii) implementada na UNESP de São José do Rio Preto, esses encontros (ou sessões de TTD) são incorporados às aulas de língua estrangeira de um curso de graduação. O objetivo desta pesquisa é investigar como se caracteriza a avaliação por pares na modalidade oral nesse contexto. Por entender a avaliação por pares como os momentos em que há oferecimento de feedback pelo par mais competente, procura-se, mais especificamente, descrever como participantes brasileiros, alunos de licenciatura em Letras, oferecem feedback linguístico (FL) à produção oral de aprendizes de português como língua estrangeira nas sessões de TTDii. Trata-se de um estudo de caso, de natureza qualitativa e de base interpretativista. O principal instrumento de coleta de dados é a gravação de sessões orais de TTDii em 2012, 2013 e 2014. Os procedimentos de análise são: (i) transcrever verbatim a parte em que os participantes interagem em língua portuguesa das sessões orais, (ii) identificar os FL, (iii) categorizar os tipos FL oferecidos pelos participantes brasileiros, na medida do possível, de acordo com as categorias já encontradas na literatura e (iv) identificar o que desencadeou o seu aparecimento, buscando categorizar a natureza da falha linguística. Os resultados apontam que os FL encontrados, em sua maioria, se aproximam às categorias descritas pelos estudos feitos em ambientes formais de ensino, mas têm características relacionadas ao contexto em que se inserem, principalmente no que diz respeito ao oferecimento de FL de forma menos explícita, o que pode estar relacionado à preservação de face do parceiro. Além disso, os resultados apontam para uma forma diferente de FL que está relacionada à autoavaliação. / Teletandem (TTD) is a teaching-learning context in which different language speakers work in an autonomous and collaborative way to learn each other’s language through virtual meetings using VoIP technology (webcam, voice and text). In institutional integrated teletandem (iiTTD) implemented in São José do Rio Preto, these meetings (or TTD sessions) are embedded into foreign language classes of an undergraduate course. This research aims at investigating how peer assessment is characterized in oral modality in this context. We understand peer assessment as moments in which a more competent peer offers feedback. Having that in mind, we describe how Brazilian participants, Language and Literature students, offer language feedback (LF) to Portuguese as foreign language learners’ oral production in iiTTD. It is a case study of qualitative nature and interpretive basis. The main data collection instrument is the recording of iiTTD oral sessions in 2012, 2013 and 2014. Analysis procedures are: (i) oral sessions verbatim transcription of the part in which participants interact in Portuguese language, (ii) identification of LF, (iii) categorization LF types offered by Brazilian participants, as far as possible according to categories already found in literature and (iv) identification of what triggered its appearance, seeking to categorize the nature of linguistic failure. Results show that most LF found are similar to those described by studies in formal teaching environment, but they have characteristics related to the context in which they are, particularly related to offering LF in a less explicit way, which may be related to saving partner’s face. Furthermore, the results point to a different form of FL that is related to self-assessment.

Made available in DSpace on 2016-04-28T18:22:20Z (GMT). No. of bitstreams: 1 Luzia Colferai Araujo.pdf: 2524584 bytes, checksum: d5a3994565e28143ec8aec4b0e73140b (MD5) Previous issue date: 2011-07-22 / From a Vigotskian (1987/2008) socio-historic point of view language is viewed as a place of interaction and language teaching and learning takes into consideration the participants of the interaction in their specific socio-cultural context. The approach to language teaching based on the study of genres seems to agree with the vigotskian theory because when considering the fact that all kinds of communication take place through the use of genres, language teaching and learning will happen in contextualized interactive situations. The theoretical chapter of this study shows the concept of genre according to Swales (1990, 1998), the suggestion of genre analysis based on Bhatia (1993), the suggestion of a pedagogical approach for the study of genres detailed by Ramos (2004) and the suggestions contained on the official document in which the Department of Education of the State of São Paulo has proposed a new methodological direction for all State Schools called Proposta Curricular do Estado de São Paulo (2008). The corpus selected for this study can be divided into two parts: the first one documental consists of the teacher s notebook for the high school first year segundo volume da 1ª série do Ensino Médio dos Cadernos de Língua Inglesa distributed to the teachers by the São Paulo State Department of Education in 2008. The second part of the corpus consists of the answers given by a group of teachers to a questionnaire and two group interviews with the same group of participating teachers. The methods used to collect the data were the questionnaires (FLICK, 2009) and the group interviews (SEIDMAN, 1998, OPPENHEIM, 1992). This study, which can be characterized as qualitative interpretive (BASSEY, 2002, BORTONI-RICARDO, 2008, CHIZZOTTI, 2008, 1991) aims at answering the two following research questions: a) How do the activities in the notebook chosen for this study suggest the study of genres? b) What were the impressions of the teachers in relation to the distribution of the material to the schools and in relation to the suggestion for the study of genre? Data analysis reveals issues of fundamental importance that have to be reconsidered in relation to the activities proposed for the study of genres in the notebook analyzed. It also reveals issues in relation to teacher education suggesting that teachers need to be prepared to actually lead students to a real and meaningful learning of genres / Na concepção sócio-histórica de Vigotski (1987/2008), a língua é vista como um espaço de interação, e o ensino-aprendizagem leva em consideração os sujeitos da interação e o contexto sociocultural no qual estão inseridos. Uma abordagem que propõe o ensino de língua com base no estudo dos gêneros parece estar de acordo com a teoria vigotskiana, pois ao se considerar o fato de que toda a comunicação se dá por meio de algum gênero, o ensino-aprendizagem de língua acontece em situações contextualizadas de interação. A fundamentação teórica desta pesquisa trata do conceito de gêneros em Swales (1990, 1998), da proposta para análise de gêneros segundo Bhatia (1993), da sugestão de aplicação pedagógica para o estudo dos gêneros conforme Ramos (2004) e do encaminhamento sugerido na Proposta Curricular do Estado de São Paulo (SEE-SP 2008). O corpus selecionado para este estudo pode ser dividido em duas partes: a primeira documental , composta pela versão do professor do segundo volume da 1ª série do Ensino Médio dos Cadernos de Língua Inglesa que passaram a ser distribuídos pela Secretaria de Educação do Estado de São Paulo no ano de 2008 para os professores. A segunda parte é composta pelas respostas dadas a um questionário e a duas entrevistas coletivas realizadas junto ao grupo de professores participantes desta pesquisa. Os métodos de coleta de dados utilizados foram os questionários (FLICK, 2009) e as entrevistas coletivas (SEIDMAN, 1998, OPPENHEIM, 1992). Este estudo, de natureza qualitativa interpretativista (BASSEY, 2002, BORTONI-RICARDO, 2008, CHIZZOTTI, 2008, 1991), tem por objetivo responder às seguintes perguntas de pesquisa: a) De que maneira as atividades do segundo volume da 1ª série do Ensino Médio dos Cadernos de Língua Inglesa sugerem o estudo dos gêneros? b) Quais foram as impressões de um grupo de professores do estado com relação à distribuição do novo material nas escolas da rede e com relação ao estudo dos gêneros proposto no material? A análise dos dados revela haver questões de fundamental importância a serem repensadas no que diz respeito às atividades propostas para o estudo dos gêneros no Caderno e também com relação ao preparo de que os professores da rede necessitam para que estejam capacitados para, de fato, chegar a um estudo dos gêneros de modo a conduzir os alunos a um aprendizado real e significativo

Motion events are ubiquitous in conversation, from describing a tiresome commute to recounting a burglary. These situations, where an entity changes location, consist of four main semantic components: Motion (the movement), Figure (the entity moving), Ground (the object or objects with respect to which the Figure carries out the Motion) and Path (the route taken). Two additional semantic components can occur simultaneously: Manner (the way the Motion occurs) and Cause (the source of/reason for the Motion). Languages differ in preferences for provision and packaging of semantic components in descriptions. It has been suggested, in the thinking-for-speaking hypothesis, that these preferences influence the conceptualisation of events (such as their memorisation). This thesis addresses questions relating to the description and memory of Motion events in British Sign Language (BSL) and English. It compares early BSL (acquired before age seven) and late BSL (acquired after age 16) descriptions of Motion events and investigates whether linguistic preferences influence memory. Comparing descriptions by early signers and late signers indicates where their linguistic preferences differ, providing valuable knowledge for interpreters wishing to match early signers. Understanding how linguistic preferences might influence memory contributes to debates around the connection between language and thought. The experimental groups for this study were: deaf early BSL signers, hearing early BSL signers, deaf late BSL signers, hearing late BSL signers and hearing English monolinguals. Participants watched target Motion event video clips before completing a memory and attention task battery. Subsequently, they performed a forced-choice recognition task where they saw each target Motion event clip again alongside a distractor clip that differed in one semantic component. They selected which of the two clips they had seen in the first presentation. Finally, participants were filmed describing all of the target and distractor video clips (in English for English monolinguals and BSL for all other groups). The Motion event descriptions were coded for the inclusion and packaging of components. Linguistic descriptions were compared between languages (English and BSL) and BSL group. Statistical models were created to investigate variation on the memory and attention task battery and the recognition task. Results from linguistic analysis reveal that English and BSL are similar in the components included in descriptions. However, packaging differs between languages. English descriptions show preferences for Manner verbs and spatial particles to express Path ('run out'). BSL descriptions show preferences for serial verb constructions (using Manner and Path verbs in the same clause). The BSL groups are also similar in the components they include in descriptions. However, the packaging differs, with hearing late signers showing some English-like preferences and deaf early signers showing stronger serial verb preferences. Results from the behavioural experiments show no overall relationship between language group and memory. I suggest that the similarity of information provided in English and BSL descriptions undermines the ability of the task to reveal memory differences. However, results suggest a link between individual linguistic description and memory; marking a difference between components in linguistic description is correlated with correctly selecting that component clip in the recognition task. I argue that this indicates a relationship between linguistic encoding and memory within each individual, where their personal preference for including certain semantic components in their utterances is connected to their memory for those components. I also propose that if the languages were more distinct in their inclusion of information then there may have been differences in recognition task scores. I note that further research is needed across modalities to create a fuller picture of how information is included and packaged cross-modally and how this might affect individual Motion event memory.

<p>Content and Language Integrated Learning (CLIL) is a relatively new method for learning a foreign language. CLIL programs are growing in popularity and more and more schools are adopting it all around the world. There is still no special education for the teachers working with CLIL, though research suggests it may be an effective method for achieving good results.To get a realistic view of the work of a CLIL teacher, I have interviewed four different mathematic teachers who work at CLIL international schools in Spain with English as the foreign language. I have compared their methods and experiences with the main ideas of current research in this particular field.The survey shows that the teachers’ views about how CLIL is to be used do not completely correspond to that of the research. My conclusion is therefore that training in CLIL is needed.</p> / <p>Språk och ämnesintegrerad inlärning (SPRINT) är ett relativt nytt sätt att lära sig språk på. SPRINT har växt sig allt starkare och fler och fler skolor satsar på denna metod världen över. Det finns ännu ingen specialiserad utbildning för lärare som arbetar med SPRINT -metoden, men många SPRINT - forskare menar att det vore nödvändigt med en sådan för att man skall uppnå goda resultat. För att göra mig en bild av hur SPRINT- lärare i verkligheten arbetar, har jag genomfört intervjuer med fyra matematiklärare som arbetar med SPRINT i Spanien på internationella skolor med engelska som inriktning. Jag har sedan jämfört dessa lärares metod och erfarenhet med vad forskningen säger.Undersökningen har visat att lärares uppfattning om hur SPRINT är menat att användas inte alltid stämmer överens med SPRINT – forskarnas.  Min slutsats blir därför att det skulle behövas en utbildning i denna metod.</p>

Content and Language Integrated Learning (CLIL) is a relatively new method for learning a foreign language. CLIL programs are growing in popularity and more and more schools are adopting it all around the world. There is still no special education for the teachers working with CLIL, though research suggests it may be an effective method for achieving good results.To get a realistic view of the work of a CLIL teacher, I have interviewed four different mathematic teachers who work at CLIL international schools in Spain with English as the foreign language. I have compared their methods and experiences with the main ideas of current research in this particular field.The survey shows that the teachers’ views about how CLIL is to be used do not completely correspond to that of the research. My conclusion is therefore that training in CLIL is needed. / Språk och ämnesintegrerad inlärning (SPRINT) är ett relativt nytt sätt att lära sig språk på. SPRINT har växt sig allt starkare och fler och fler skolor satsar på denna metod världen över. Det finns ännu ingen specialiserad utbildning för lärare som arbetar med SPRINT -metoden, men många SPRINT - forskare menar att det vore nödvändigt med en sådan för att man skall uppnå goda resultat. För att göra mig en bild av hur SPRINT- lärare i verkligheten arbetar, har jag genomfört intervjuer med fyra matematiklärare som arbetar med SPRINT i Spanien på internationella skolor med engelska som inriktning. Jag har sedan jämfört dessa lärares metod och erfarenhet med vad forskningen säger.Undersökningen har visat att lärares uppfattning om hur SPRINT är menat att användas inte alltid stämmer överens med SPRINT – forskarnas.  Min slutsats blir därför att det skulle behövas en utbildning i denna metod.