Implementing CLIL in a primary school in Spain : the effects of CLIL on L2 English learners' oral production skills

This study presents the results of implementing a CLIL programme in a Catalan primary school three years after the onset of the implementation. The main objective of this investigation was to determine the effects of CLIL on students’ L2 English oral performance in terms of Complexity, Accuracy and Fluency (CAF). The results obtained suggest that CLIL learners outperform non-CLIL learners not only in fluency, but also in syntactic complexity. However, despite the encouraging results, the study concludes that further research which transcends the methodological limitations observed in the study is needed in order to confirm the results

The interactional space in CLIL (Content and Language Integrated Learning) and EFL (English as a Foreign Language) classrooms

Aquest estudi pretén investigar els intercanvis verbals mestre/a – aprenent(s) en dos contextos d'instrucció diferents: classes amb un enfocament AICLE (Aprenentatge Integrat de Continguts Curriculars i Llengua Estrangera) on s’aprenen continguts no lingüístics a través de l’anglès, per una banda, i classes 'tradicionals' d'anglès com a llengua estrangera, on l’anglès és alhora objecte d’estudi i vehicle de comunicació, per una altra banda. Més concretament, les preguntes que formula el/la mestre/a, la producció oral dels aprenents i el 'feedback' del/de la mestre/a en els episodis d’atenció a la forma s’han estudiat a la llum de les principals teories provinents del camp de l’Adquisició de Segones Llengües (SLA) per tal de demostrar el seu paper en l’aprenentatge de l’anglès. El corpus de dades prové de l’enregistrament de 7 sessions AICLE i d'11 sessions EFL enregistrades en format àudio i vídeo en dos centres públics d’Educació Primària (EP) de Catalunya. A cadascuna de les escoles, el/la mateix/a mestre/a és l’encarregat/da dels dos tipus d’instrucció amb el mateix grup d’aprenents (10-11 anys d’edat), fet que permet eliminar variables individuals com l'aptitud dels aprenents o l'estil del/de la mestre/a.Els resultats mostren un cert nombre de similituds discursives entre AICLE i EFL donat que ambdós enfocaments tenen lloc en el context-classe amb unes característiques ben definides. Tal com apunta la recerca realitzada en aquest camp, la instrucció AICLE reuneix un seguit de condicions idònies per un major desenvolupament dels nivells de llengua anglesa més enllà de les classes ‘tradicionals’ d’anglès. Malgrat això, aquest estudi sembla indicar que el potencial d'AICLE pel que fa a facilitar una exposició rica a l’anglès i una producció oral significativa no s’explota degudament. En aquest sentit, els resultats d’aquest estudi poden contribuir a la formació dels futurs professors d'AICLE si es busca l’assoliment d’una complementarietat d’ambdós contextos amb l’objectiu últim de millorar els nivells de domini de la llengua anglesa.

The development of intercultural awareness and changes of beliefs: the effects of studying abroad on learners of English as a second language

The present study examines the development of interculturality and changes of beliefs, by analyzing 106 compositions produced by 53 advanced level university students of translation studies at a university in Spain before and shortly after a stay-abroad (SA) period. The study draws on data collected at two different times: before (T1) and after the SA (T3). In addition, we compared the results with the writings produced by a control group of 10 native English speakers on SA too. Data were collected by means of a composition which tried to elicit the learners’ opinion about cultural habits maintenance. The results reveal significant changes between T1 and T3 in the degree of better attitudes and intercultural acquisition.

Late bloomer or language impaired? Screening the speech of a Spanish-English bilingual toddler for early signs of language impairment

This case study presents corpus data gathered from a Spanish-English bilingual child with expressive language delay. Longitudinal data on the child’s linguistic development was collected from the onset of productive speech at age 1;1 until age 4 over the course of 28 video-taped sessions with the child’s principal caregivers. A literature review focused on the relationship between language delay and persisting disorders—including a discussion of the frequent difficulty in distinguishing between the two at early stages of bilingual development—is followed by an analysis of the child’s productive development in 2 distinct phases. An attempt is made to assess the child’s speech at age 4 for preliminary signs of SLI and to consider techniques for identifying ‘at risk’ bilingual children (that is, those with productive language delay, poor oral fluency, and family history of language problems) based on samples of recorded and transcribed speech.

Productivity Growth during the English Industrial Revolution: A Dual Approach

This paper presents new estimates of total factor productivity growth in Britain for the period 1770-1860. We use a dual technique recently popularized by Hsieh (1999), and argue that the estimates we derive from factor prices are of similar quality to quantity-based calculations. Our results provide further evidence, derived from this independent set of sources, that productivity growth during the British Industrial Revolution was relatively slow. During the years 1770-1800, TFP growth was close to zero, according to our estimates. The period 1800-1830 experienced an acceleration of productivity growth. The Crafts-Harley view of the Industrial Revolution is thus reinforced. We also consider alternative explanations of slow productivity growth, and reject the interpretation that focuses on the introduction of steam as a general purpose technology.

English Auctions with toeholds: An experimental study

We run experiments on English Auctions where the bidders already own a part (toehold) ofthe good for sale. The theory predicts a very strong effect of even small toeholds, however wefind the effects are not so strong in the lab. We explain this by analyzing the flatness of thepayoff functions, which leads to relatively costless deviations from the equilibrium strategies.We find that a levels of reasoning model explains the results better than the Nash equilibrium.Moreover, we find that although big toeholds can be effective, the cost to acquire them mightbe higher than the strategic benefit they bring. Finally our results show that in general theseller s revenues fall when the playing field is uneven.

TV or not TV? Subtitling and English skills

We study the influence of television translation techniques on the quality of the English spoken across the EU and OCDE. We identify a large positive effect for subtitled original version as opposed to dubbed television, which loosely corresponds to between four and twenty years of compulsory English education at school. We also show that the importance of subtitled television is robust to a wide array of specifications.We then find that subtitling and better English skills have an influence on high-tech exports, international student mobility, and other economic and social outcomes.

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

Chemical variability in clays and pottery from a traditional cooking pot production village: Testing assumptions in Pereruela

This paper explores analytically the contemporary pottery-making community of Pereruela (north-west Spain) that produces cooking pots from a mixture of red clay and kaolin. Analyses by different techniques (XRF, NAA, XRD, SEM and petrography) showed an extremely high variability for cooking ware pottery produced in a single production centre, by the same technology and using local clays. The main source of chemical variation is related to the use of different red clays and the presence of non-normally distributed inclusions of monazite. These two factors induce a high chemical variability, not only in the output of a single production centre, but even in the paste of a single pot, to an extent to which chemical compositions from one"workshop", or even one"pot", could be classified as having different provenances. The implications for the chemical characterization and for provenance studies of archaeological ceramics are addressed.

Analcime crystallization and compositional profiles - Comparing approaches to detect post-depositional alterations in archaeological pottery

The approaches of comparative studies and profile measurements, often used in order to detect post-depositional alterations of ceramics, have been applied simultaneously to two sets of Roman pottery, both of which include altered individuals. As analytical techniques, Neutron Activation Analysis and X-Ray Diffraction have been used. Both approaches lead to substantially different results. This shows that they detect different levels of alteration and should complement each other rather than being used exclusively. For the special process of a glassy phase decomposition followed by a crystallization of the Na-zeolite analcime, the results suggest that it changes high-fired calcareous pottery rapidly, and so fundamentally that the results of various archaeometric techniques can be severely disturbed.

A contribution to the study of post-depositional alterations of pottery using TL dating analysis

In luminescence dating, the potassium concentration significantly contributes to the dose rate value in the age estimation. Within this study, fine-grain thermoluminescence dating has been applied on sherds of calcareous pottery of known age, excavated at a Roman site in Mallorca, Spain. For those of the samples that showed signs of severe potassium leaching, according to chemical and mineralogical examination, the thermoluminescence analysis provided overestimated dates. By using the known archaeological age of the samples, a corrected dose rate value can be estimated which provides the potassium concentration averaged for the burial period. Finally, a step-like model can then be used to estimate the fraction of the burial period after which most of the alteration effects took place.

Per aprendre anglès, quan abans millor? L'aprenentatge de l'anglès 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'adquisició natural de segones llengües i d'immersió, començar al més aviat possible l'aprenentatge d'idiomes, sobretot pel que fa a les tasques cognitivament més exigents, com l'escriptura, no sembla l'opció més eficaç. Els resultats del Grup de Recerca en Adquisició de Llengües (GRAL) estudià aprenents d'anglès que començaren als vuit i onze anys i trobaren, sistemàticament, que a llarg termini, després de les mateixes hores d'instrucció, eren els més grans, que havien començat als onze anys, els que obtenien millors resultats en totes les proves orals i escrites d'anglès excepte en alguna de prova de reconeixement fonètic. La maduresa cognitiva dels alumnes més grans i els diferents mecanismes d¿aprenentatge implícit i explícit entre els nens més petits i els adults ajuden a explicar per què només començar 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 lingüístic en la traducció del moviment

El propòsit d'aquest treball és fixar, basant-nos en l'anàlisi tipològica, les diferències lingüístiques en la construcció de les expressions de moviment de l'anglès i el català. Partim de la hipòtesi que en funció de l'origen de la llengua, s'apliquen solucions diferents a determinats problemes lingüístics que apareixen a l'hora de traduir un discurs. Analitzarem, doncs, el grau de fidelitat de la traducció quant a l'expressió del trajecte i de la manera. Per consegüent, estudiarem si hi ha cap pèrdua d'informació, de qualitat o de genuïnitat en relació amb el text original servint-nos de la comparació d'ambdós estils narratius.