賦予英語教學專屬的內容:重視讀寫發展如何影響小學CLIL學生的閱讀表現

English Teaching and Learning - Tập 47 Số 3 - Trang 271-290 - 2023
Raquel Fernández-Fernández1, Ana Halbach1
1Department of Modern Languages, Universidad de Alcalá, Alcalá de Henares, Spain

Tóm tắt

Từ khóa


Tài liệu tham khảo

Birch, B. M., & Fulop, S. (2021). English L2 reading: Getting to the bottom (4th ed.). Taylor and Francis.

Buckingham, L. R., & Litzler, M. F. (2019). Literacy development in EFL textbooks in Madrid’s primary schools. Revista Nebrija de Lingüística Aplicada a la Enseñanza de las Lenguas, 13(27), 129–144. https://doi.org/10.26378/rnlael%v%i332

Coyle, D., & Meyer, O. (2021). Beyond CLIL. Cambridge University Press.

Cremin, T., Mottram, M., Bearne, E., & Goodwin, P. (2008). Exploring teachers’ knowledge of children’s literature. Cambridge Journal of Education, 38(4), 449–464.

David, T., Raban, B., Uree, C., Goouch, K., Jago, M., & Barrieere, I. (2000). Making sense of early liteeracy. A practitioner's perspective. Treentham Books.

Fei, V. L., & Tan-Chia, L. (2022). Designing learning for multimodal literacy. Routledge. https://doi.org/10.4324/9781003258513

Fernández-Fernández, R., & Johnson, M. (2015). Opinions, perceptions and attitudes of a group of students taking a bilingual infant teacher degree: An empirical study. Pulso, 39, 59–78. https://doi.org/10.58265/pulso.5076

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect, 5, 7–16.

Froilán, I. (2015). Teaching English as a foreign language through a literacy approach. [Unpublished Master’s Dissertation, Universidad de Alcalá]

García-Cuadrillero, A., & Fernández-Fernández, R. (2019). EFL literacy development in CLIL settings: An insight into teachers’ practices. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 13(27), 72–86. https://doi.org/10.26378/rnlael1327339

Glaser, K., & Schrader, A. (2019). The role of reading and writing in primary EFL curricula: An exploratory study in two Saxon primary schools. In C. Falkenhagen, H. Funk, M. Reinfried, & L. Volkmann (Eds.), Sprachen lernen integriert - global, regional, lokal (pp. 3884–3902). Schneider.

Government of Alberta. (2009). Living literacy: A literacy framework for Alberta’s next generation economy. Alberta Advanced Education and Technology. Retrieved from https://deslibris.ca/ID/220887. Accessed 26 Oct 2022.

Halbach, A. (2022). The literacy approach to teaching foreign languages. Palgrave Macmillan.

Halbach, A., & Iwaniec, J. (2020). Responsible, competent and with a sense of belonging: An explanation for the purported levelling effect of CLIL. International Journal of Bilingual Education and Bilingualism, 25(2), 1–15. https://doi.org/10.1080/13670050.2020.1786496

Halbach, A. (2014). Teaching (in) the foreign language in a CLIL context: Towards a new approach. In R. Breeze, C. Llamas Saiz, C. Martínez Pasamar & C. Tabernero Sala (Eds.), Integration of theory and practice in CLIL. (pp. 1–14). Rodopi.

Halliday, M. A. K. (2009). Language and education. Continuum.

Hill, C. J., Bloom, H. S., Black, A. R., & Lipsey, M. W. (2008). Empirical benchmarks for interpreting effect sizes in research. Child Development Perspectives, 2(3), 172–177. https://doi.org/10.1111/j.1750-8606.2008.00061.x

Jechimer, E. (2015). Teaching EFL through the literacy approach in primary education in a CLIL context. [Unpublished Master’s Dissertation, Universidad de Alcalá]

Jechimer, E. (2022). The literacy approach as a key method to improve EFL learning in primary education in CLIL contexts: an evaluation study. [Unpublished Doctoral Dissertation, Universidad de Alcalá]

Kern, R. G. (2017). Literacy as a new organising principle for foreign language education. Reading between the lines (pp. 40–59). Yale University Press. https://doi.org/10.12987/9780300130836-005

Kress, G. R. (1995). Writing the future: English and the making of a culture of innovation. National Association for the Teaching of English.

Lorenzo, F. (2013). Genre-based curricula: Multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 16(3), 375–388. https://doi.org/10.1080/13670050.2013.777391

Lorenzo, F. and P. Moore (2010). On the natural emergence of language structures in CLIL. Towards a theory of European educational bilingualism. In Dalton-Puffer, C.; T. Nikula and U. Smit (eds). Language use and language learning in CLIL classrooms (pp. 23–38). John Benjamins.

Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Practically Primary, 4(2), 5–8.

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Education.

Mickan, P. (2013). Language curriculum design and socialisation. Multilingual Matters.

Mickan, P. (2017). Text-based research and teaching. In P. Mickan, & E. Lopez (Eds.), Text-based research and teaching (pp. 15–35). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-59849-3

Mullis, I. V. S., & Martin, M. O. (Eds.). (2019). PIRLS 2021 assessment frameworks. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: https://timssandpirls.bc.edu/pirls2021/frameworks/. Accessed 26 Oct 2022.

Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international results in reading. TIMSS & PIRLS International Study Center & International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://timssandpirls.bc.edu/pirls2011/international-results-pirls.html. Accessed 26 Oct 2022.

Ørevik, S. (2018). Reading and literacy. In A. Fenner & A. S. Skulstad (Eds.), Teaching English in the 21st century: Central issues in English didactics. Fagbokforlaget.

Paesani, K. (2017). Redesigning an introductory language curriculum: A backward design approach. L2 Journal, 9(1), 1–20. https://doi.org/10.5070/L29130408

Pavón, V., & Pérez, A. (2018). Enhancing disciplinary literacies: Languages of schooling and whole-school language projects in Spain. European Journal of Applied Linguistics, 6(1), 109–130. https://doi.org/10.1515/eujal-2017-0023

Pavón Vázquez, V. (2014). Enhancing the quality of CLIL: Making the best of the collaboration between language teachers and content teachers. Encuentro, 23, 115–127.

Pérez Cañado, M. L. (2018). CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes. Porta Linguarum, 29, 51–70. https://doi.org/10.30827/Digibug.54022

Pladevall-Ballester, E. (2014). Exploring primary school CLIL perceptions in Catalonia: Students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18(1), 45–59. https://doi.org/10.1080/13670050.2013.874972

Pladevall-Ballester, E., & Vallbona, A. (2016). CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills. System, 58, 37–48.

Quinn, J., McEachen, J., & Fullan, M. (2017). Deep learning. Corwin.

Rosenblatt, L. M. (1938). Literature as Exploration. D. Appleton-Century Co.

Rosenblatt, L. M. (2005). Making meaning with texts: selected essays. Heinemann.

Ruiz de Zarobe, Y. (2017) Improving reading strategy knowledge in young children: What self-report questionnaires can reveal. Elia: Estudios de Lingüística Inglesa Aplicada, 17, 15–45. https://doi.org/10.12795/elia.2017.i17.02

San Isidro-Smith, X., & Lasagabaster, D. (2022). Students’ and families’ attitudes and motivations to language learning and CLIL: A longitudinal study. Language Learning Journal, 50(1), 119–134.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101

Shanahan, T. (2020) What constitutes a science of reading instruction. Reading Research Quarterly, 0(0), 1–13. https://doi.org/10.1002/rrq.349

Tabuenca Cuevas, M. F., & Fernández Molina, J. (2021). Pre-service primary teacher’s reading habits and literature knowledge. In R. Satorre Cuerda (Ed.), Nuevos retos educativos en la enseñanza superior frente al desafío COVID-19 (pp. 443–449). Octaedro.

UNESCO (2008). Inclusive education: The way of the future. International Conference Centre. https://unesdoc.unesco.org/ark:/48223/pf0000162787. Accessed 26 Oct 2022.

United Nations (2002). United Nations literacy decade: Education for all. (56/116). Resolution adopted by the General Assembly. https://digitallibrary.un.org/record/454946. Accessed 18 Jan 2022

Winch, G., Johnston, R.R., March, P., Ljungdahl, L. & Holliday, M. (2006). Literacy. Reading, writing and children's literature. Oxford University Press.