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Cultural Taboos in Mediating Science in a Namibian Bilingual Primary School
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Joanne Hardman; Beata Set – Reading & Writing: Journal of the Literacy Association of South Africa, 2023
Background: The need to meet the demands of education in the 21st century has seen Namibia move, after democracy in 1990, from a segregationist educational system to an inclusive one in a bid to develop students' capacities to think critically, particularly in science. Research indicates that cultural taboos can impact on how science knowledge is…
Descriptors: Foreign Countries, Grade 4, Cultural Influences, Controversial Issues (Course Content)
Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner
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Navarro Martell, Melissa Arabel – Association of Mexican American Educators Journal, 2021
Language usage in US K-12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el espan~ol; otro idioma colonizador. Some…
Descriptors: Ethnography, Language Usage, Code Switching (Language), Spanish
On Self-Reported Use of Communication Strategies by CLIL Learners in Primary Education
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Martínez-Adrián, María; Gallardo-del-Puerto, Francisco; Basterrechea, María – Language Teaching Research, 2019
The use of communication strategies (CSs) in oral and written second language (L2) production has been widely investigated (e.g. Muñoz, 2007). As for content and language integrated learning (CLIL) settings, learners seem to resort to the first language (L1) less often than in traditional foreign language instruction (e.g. Celaya & Ruiz de…
Descriptors: Second Language Learning, Second Language Instruction, Communication Strategies, English (Second Language)
Analysing Students' Content-Learning in Science in CLIL vs. Non-CLIL Programmes: Empirical Evidence from Spain
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Fernández-Sanjurjo, Javier; Fernández-Costales, Alberto; Arias Blanco, José Miguel – International Journal of Bilingual Education and Bilingualism, 2019
This paper investigates students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students' achievements as regards content-subjects have been largely ignored. Competence in Science in the L1 is analysed by comparing pupils…
Descriptors: Course Content, Language of Instruction, Interdisciplinary Approach, Teaching Methods
Fifth Grade Two-Way Immersion Students' Responses to Form-Focused Instruction
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Tedick, Diane J.; Young, Amy I. – Applied Linguistics, 2016
Two-way immersion (TWI) programs in the US are not reaching their minority language learning potential. While English home language (EHL) students develop functional proficiency, their minority language (e.g., Spanish) remains grammatically inaccurate. Spanish home language (SHL) students may also develop non-native-like aspects. Scholars suggest…
Descriptors: Elementary School Students, Immersion Programs, Grammar, Second Language Learning
GeoGebra Software Use within a Content and Language Integrated Learning Environment
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Binterová, Helena; Šulista, Marek – European Journal of Contemporary Education, 2013
This paper presents results of a research study focusing on the analysis, comparison, and description of students' attitudes towards the teaching of mathematics lessons presented in a foreign language (English) using the Content and Language Integrated Learning (CLIL) method in three elementary schools. It also highlights the difference between…
Descriptors: Teaching Methods, Student Attitudes, Courseware, Mathematics Instruction