CLIL Materials in Chemistry and English: Iodometric Titrations

Content and Language Integrated Learning (CLIL)Materials in Chemistry and English following the principles of CLIL / Content-based Instruction and Task-based Learning

Per aprendre angl��s, quan abans millor? L'aprenentatge de l'angl��s com a llengua estrangera. When Learning English, is it a case of 'The earlier the better?' Learning English as a foreign Language

En contra del que molts pares i mestres pensen, i en contra del que s'ha trobat en contextos d'adquisici�� natural de segones lleng��es i d'immersi��, comen��ar al m��s aviat possible l'aprenentatge d'idiomes, sobretot pel que fa a les tasques cognitivament m��s exigents, com l'escriptura, no sembla l'opci�� m��s efica��. Els resultats del Grup de Recerca en Adquisici�� de Lleng��es (GRAL) estudi�� aprenents d'angl��s que comen��aren als vuit i onze anys i trobaren, sistem��ticament, que a llarg termini, despr��s de les mateixes hores d'instrucci��, eren els m��s grans, que havien comen��at als onze anys, els que obtenien millors resultats en totes les proves orals i escrites d'angl��s excepte en alguna de prova de reconeixement fon��tic. La maduresa cognitiva dels alumnes m��s grans i els diferents mecanismes d��aprenentatge impl��cit i expl��cit entre els nens m��s petits i els adults ajuden a explicar per qu�� nom��s comen��ar abans l'aprenentatge d'idiomes no sembla suficient per obtenir millors resultats.

CLIL Materials in Chemistry and English: Iodometric Titrations

Content and Language Integrated Learning (CLIL)Materials in Chemistry and English following the principles of CLIL / Content-based Instruction and Task-based Learning

Keep on moving from English to Catalan : El determinisme ling����stic en la traducci�� del moviment

El prop��sit d'aquest treball ��s fixar, basant-nos en l'an��lisi tipol��gica, les difer��ncies ling����stiques en la construcci�� de les expressions de moviment de l'angl��s i el catal��. Partim de la hip��tesi que en funci�� de l'origen de la llengua, s'apliquen solucions diferents a determinats problemes ling����stics que apareixen a l'hora de traduir un discurs. Analitzarem, doncs, el grau de fidelitat de la traducci�� quant a l'expressi�� del trajecte i de la manera. Per conseg��ent, estudiarem si hi ha cap p��rdua d'informaci��, de qualitat o de genu��nitat en relaci�� amb el text original servint-nos de la comparaci�� d'ambd��s estils narratius.

English grammar games in primary education

The purpose of this study was to analyse pupils��� English grammar acquisition from competitive and cooperative approaches. After searching a wide range of authors��� contribution to English language learning, grammar acquisition, classroom environment and language games. A hundred and twenty pupils from three schools; two from Ripoll and one from Campdev��nol were enrolled in a specific grammar games intervention. This was imparted in three different phases: first of all, I interviewed the three teachers from the three schools, then I put into practice my competitive and cooperative games which I designed especially for this study (all the sessions were carried, assessed and registered by myself); finally, all pupils answered a questionnaire related to their experiences in my grammar games intervention. Analysis of teaching interventions showed that, in terms of English language acquisition, pupils used different strategies to show up understanding and achieve the objective of the game such as: recalling their background knowledge, expressing sentences influenced by their internal language and their mother tongue. Data collected revealed that most difficulties were founded in team work, even more in competitive games. The results also showed that team work is something which has to be developed step by step in order to achieve language learning and all pupils��� active participation successfully.

Materials and supplementary materials used to teach vocabulary in the English class

This study is based on the analysis of the use of supplementary materials to teach vocabulary by second language teachers in Primary Education. The study consists of two analyses: the first one is a quantitative analysis based on 33 questionnaires answered by different second language teachers of Primary Education. The other, is a qualitative analysis in which the teacher���s subjective opinion on vocabulary learning techniques is presented. The study covers these main aspects: material use, effectiveness, children���s motivation, main criteria to teach vocabulary and the children���s role in their vocabulary learning.

Speaking in the CLIL classroom: to what extent do teachers and students use english in the classroom?

L'objectiu principal d'aquesta investigaci�� va ser determinar els efectes del CLIL en els professors i estudiants en les seves produccions orals. El punt de partida de la meva investigaci�� era de la teoria de Dalton-Puffer (2007), que estableix que la funci�� de parlar en les classes CLIL ��s m��nima, la meva recerca s'ha basat en la recopilaci�� recollir informaci�� des de diferents fonts, amb la finalitat de veure si aquest fet tamb�� passa a les nostres escoles. Eventualment, he planejat algunes estrat��gies i activitats per incrementar la quantitat d���oportunitats per parlar en llengua anglesa els alumnes.

Oral English in different school settings

Hi ha molts tipus d���escoles diferents, i fins i tot, podem constatar que cada escola ��s diferent de les altres. Per aquesta ra��, quan parlem sobre l���aprenentatge de l���angl��s, no podem generalitzar una manera de fer-ho, perqu�� cada una d���elles tracta aquesta llengua de manera diferent. A m��s, pel que fa a l���aprenentatge d���una llengua, hi ha diferents habilitats involucrades, i entre totes aquestes, he centrat aquest projecte en l���habilitat oral. Aquesta recerca esta basada en l���observaci�� de tres exemples de tipus d���escoles, i per ser m��s precisos, t�� l���objectiu d���aprofundir com tracten l���Angl��s. D���aquesta manera, el principal objectiu d���aquest projecte ��s comparar l���habilitat oral dels alumnes d���aquestes escoles, tot considerant les seves difer��ncies. Aix�� doncs, amb el desenvolupament d���aquesta recerca, vaig voler descobrir si hi havien alguns alumnes amb millors habilitats orals que d���altres, i trobar-ne la possible ra��.

Do real books help the learning of english in P4?

The purpose of this study is to answer the principal question, Do Real Books help the learning of English in P4?, and create a useful document to English teachers in Infant Education that are interested in working through stories. Previous to the development of the work, it has been necessary a research work and a theoretical documentation, performed using a literature review. This process has served to establish the basis of the study and to develop the subsequent didactic intervention. This second part of the study, the didactic intervention, contains all the information about how it was planned, carried to term and evaluated. There are three different ���real books��� used as a reference in which the reader can see how to choose the correct story, how to adapt the text to the children, the daily planning, and how to evaluate the activities.

Postmodifying prepositional phrases in English and Spanish (with special reference to locative postmodifiers)

Prepositional phrases are the commonest kind of postmodification in all registers of English (Biber et al. 1999: 634). The locative ones that can be expanded into a defining relative clause (the books [which are] on the table) are usually expressed by such a construction in Spanish (los libros que est��n encima de la mesa) or by a phrase introduced by de (los libros de encima de la mesa). Wonder (1979) argues that Spanish allows locative phrases with prepositions other than de in the case of"situaciones"activas"" (el aterrizaje en pleno campo) as against"situaciones est��ticas" (*el sof�� en la sala), and if the phrase can be given an adverbial rather than, or in addition to, an adjectival interpretation (el ruido en la calle), especially if that phrase implies an alternative location for an object or contrast with another similar object (el sof�� en la sala contigua). This paper further investigates this claim and looks at Spanish equivalents of English postmodifying prepositional phrases in general, while proposing an explanation for the choice of these different structures in Spanish based on considerations of lexical density. Resumen: Las frases preposicionales constituyen el tipo m��s frecuente de posmodificaci��n en todos los registros del ingl��s (Biber et a. 1999: 634). En el espa��ol, las expresiones locativas suelen incorporar un pronombre relativo y un verbo (the books [which are] on the table > los libros que est��n encima de la mesa), o bien expresarse mediante una frase introducida por la preposici��n de (los libros de encima de la mesa). Wonder (1979) sostiene que el espa��ol permite el uso de preposiciones que no sean de en las frases locativas en el caso de"situaciones"activas"" (el aterrizaje en pleno campo) frente a"situaciones est��ticas" (*el sof�� en la sala), y tambi��n si la frase puede tener una funci��n adverbial antes que, o adem��s de, una interpretaci��n adjetiva (el ruido en la calle), sobre todo si dicha frase encierra la idea de una posici��n alternativa para un objeto, o bien un contraste con otro objeto similar (el sof�� en la sala contigua). El presente estudio pretende examinar este argumento y, adem��s, explorar la posmodificaci��n preposicional en espa��ol de un modo m��s general, a la par que propone una explicaci��n sobre la elecci��n de estructura en espa��ol que se basa en el criterio de la densidad l��xica.

The Coverage of the European independence movements from a Canadian perspective: Comparisons of the francophone online press in Quebec with the English Canadian press on the independence movements in Scotland and Catalonia

This research paper provides the basis of a future doctoral thesison the construction of foreign news. We aim to highlight similarities and differences in the online news coverage of the nationalist movments in Scotland and Catalonia in the Canadian Anglophone and Francophone press. Through a qualitative and quantitative content analysis of The Montreal Gazette, The National Post, The Globe and Mail, Le Devoir and La Presse, we attempt to show the frames used in the coverage of the political developments in both ���stateless regions��� from January 2011 to September 2014, when a referendum on the constitutional status of Scotland has beenagreed on. In parallel to the analysis of daily online newspapers, we will use semi-structured interviews of journalists from each news organization to obtain more in-depth knowledge of the factors influencing the construction of news. Lastly, we want to find out to the extent to which the coverage on the nationalist movements in Scotland and Catalonia serve to revive the debate on the independence question of Qu��bec

U.S.English is a salad bowl. The Representation of Regionalisms in Standard American English

American English exhibits a great dialectal diversity, easily perceived in lexicon; so that questions are raised about which regionalisms are part of the mythical SAE and which are not. A small sample of regionalisms is checked against three standard dictionaries in order to determine the role regionalisms play in SAE.

More evidence concerning the aspect hypothesis: The acquisition of English progressive aspect by Catalan-Spanish instructed learners

A robust finding of studies investigating the Aspect Hypothesis is that learners at early stages of acquisition show a strong preference for using the progressive aspect as associated with activity verbs. As they advance in their acquisition of the second or foreign language, learners move from this prototypical association to associations traditionally considered to be more peripheral (e.g.-ing with accomplishments or achievements). Within this framework, the goal of this paper is to provide further evidence from groups of learners with different proficiency levels with regard to the acquisition of progressive aspect by tutored learners of English who are bilingual Catalan-Spanish. This is done by eliciting data by means of two different task types and by looking at both tokens and types. Our results are consistent with previous research according to which-ing morphology is closely associated with durative lexical aspect, although not necessarily with activity predicates. The study also shows that the type of task has an influence on the frequency and the distribution of learners" progressive forms.

Building Partnerships and Fostering Activities to Promote English Outside the Classroom

Becoming proficient in at least one foreign language is a target for educational authorities throughout Europe. The question is how we can improve our students��� command of English without increasing the workload on teachers and without much funding. In El Prat de Llobregat, a city located in the vicinity of Barcelona, we have addressed that issue by creating a group of teachers, educational advisors and city council administrators, who have been acting in a coordinated way to enhance English language exposure beyond the classroom. Our interest in promoting English stems from our location: our municipality is situated next to an international airport where finding a job is bound to be dependent on English fluency. We aim to show that, through a network of members at school and administrative levels, an array of meaningful and empowering initiatives can be implemented in a city where resources are scarce and cultural backgrounds diverse.