Time planning and evaluation in the online training of teachers in content and language integrated learning
DOI:
https://doi.org/10.17398/1988-8430.30.111Keywords:
content and language integrated learning; teacher training; online subject; time planning; evaluation.Abstract
The objectives of this analysis are, in the first place, to identify the steps to design an adequate time planning of the online subjects designed to train teachers in Content and Language Integrated Learning (CLIL). In the second place, to propose the specific kind of evaluation that allows us to assess the knowledge acquired by online students and, finally, to show the methodological aspects that may benefit lecturers in the design of online subjects. In order to attain these objectives, we identified the steps that are proposed in the different subjects of the diploma University Expert with Professional Competence for Teaching in Valencian that was taught at Universitat Politècnica de València during the academic years 2016-17 and 2017-18 to a total of 1,200 students. Then, we analysed and spotted the different parts of the time planning designed by the teachers of the subjects taught in the diploma and the different types of evaluation proposed. From this analysis, the time planning and evaluation were compared with the marks obtained in the subjects as well as the subjects’ questionnaires to know the efficacy of the time planning and evaluation carried out in the online subjects. When the results were extracted, the data were discussed and some recommendations were given to the teachers of online subjects. Finally, conclusions were drawn.
References
Arnó-Macià, E. y Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63–73.
Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28-35.
Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39, 523-532.
Bruton, A. (2013). CLIL: Some of the reasons why... and why not. System, 41, 587-597.
Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014), System, 53, 119-128.
Carrió Pastor, M. L. (2007). Internet as a tool to learn a second language in a technical environment. European Journal of Engineering Education, 32, 599- 612.
Carrió-Pastor, M. L. (2008). Learner-Instructor Collaborative Design of Content and Language Integrated Writing Activities. ITL- International Journal of Applied Linguistics, 156, 175-178.
Carrió-Pastor, M. L. (Ed.), (2009a). Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Carrió-Pastor, M. L. (2009b). Enhancing learner-teacher collaboration through the use of on-line activities. En I. González-Pueyo, C. Foz-Gil, M. Jaime Siso & M. J. Luzón Marco, (Eds.), Teaching Academic and Professional English Online. Berna: Peter Lang.
Carrió-Pastor, M. L. (2009c). Cultural diversity in CLIL. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Carrió-Pastor, M. L. (2013). The Internet, collaborative writing and CLIL in second language teaching. Lenguaje y textos, 38, 107-120.
Carrió-Pastor, M. L. (Ed.) (2018). Teaching Language and Teaching Literature in Virtual Environments. Singapur: Springer.
Carrió-Pastor, M. L. (en prensa). The Implementation of Content and Language Integrated Learning in Spain: Strengths, Weaknesses, Opportunities and Threats. En Handbook of Language Education Curriculum Design. Londres: Routledge.
Carrió-Pastor, M. L. y Romero Forteza, F. (2014). Second Language Writing: use of the World Wide Web to Improve Specific Writing. Procedia Social and Behavioral Sciencies, 116, 235-239.
Carrió-Pastor, M.L. y Perry, D. (2010). The collaborative approach in Content and Language Integrated Learning. Revista Alicantina de Estudios Ingleses, 23, 69-81.
Carrió-Pastor, M.L. y Tamarit Vallés, I. (2015). A comparative study of the influence of the mother tongue in LSP and CLIL. Procedia Social and Behavioral Sciences, 178, 38-42.
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, Culture and Curriculum, 28 (1), 8-24.
Cenoz, J., Genesee, D. y Gorter, F. (2014). Critical analysis of CLIL: taking stock and looking forward. Applied Linguistics, 35 (3), 243–262.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
Chiecher, A, Donolo, D. y Rinaudo, M. C. (2008). Manejo del tiempo y el ambiente en una experiencia didáctica con instancias presenciales y virtuales. RED. Revista de Educación a Distancia, 20, 1-10. Obtenido 29 agosto 2018 desde http://www.um.es/ead/red/20
Coyle, D. (2007). The CLIL quality challenge. En D. Marsh y D. Wolf (Eds.), Diverse Contexts-Converging Goals, Berna: Peter Lang.
Coyle, D. (2009). Promoting cultural diversity through intercultural understanding: a case study of CLIL teacher professional development at in-service and pre-service levels. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Coyle, D. (2010). Foreword. En D. Lasagabaster y Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training. Newcastle: Cambridge Scholars Publishing.
Coyle, D. Hood, P. y Marsh, D. (2010). CLIL. Cambridge: Cambridge University Press.
Dafouz, E. y Guerrini, M. C. (2009). CLIL across educational levels, Londres: Richmond Publishing.
Dafouz, E. y Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67.
Dallinger, S., Jonkmann, K., Hollm, J. and Fiege, C. (2016). The effect of content and language integrated learning on students' English and history competences e Killing two birds with one stone? Learning and Instruction, 41, 23-31.
Dalton-Puffer, C, Nikula, T., Llinares, A. y Lorenzo, F. (2016). More than Content and Language: The Complexity of Integration in CLIL and Multilingual Education. En T. Nikula, E. Dafouz, P. Moore y U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education. Clevedon: Multilingual Matters.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204.
Doiz, A., Lasagabaster, D. y Sierra, J. M. (Eds.) (2013). English-Medium Instruction at Universities. Global Challenges. Bristol: Multilingual Matters.
Eurodyce. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Bruselas: European Commission. Obtenido 12 octubre 2017 desde http://www.indire.it/lucabas/lkmw_file/eurydice /CLIL_EN.pdf
Forteza Romero, F. y Carrió-Pastor, M. L. (2014). Virtual language learning environments: the standardization of evaluation. Multidisciplinary Journal for Education, Social and Technological Sciences (MUSTE), 1, 135-152.
Hafner, C. A. y Miller, L. (2011). Fostering learner autonomy in English for Science: a collaborative digital video project in a technological learning environment. Language Learning & Technology, 15 (3), 68-86.
Harrop, E. (2012). Content and Language Integrated Learning (CLIL): Limitations and possibilities. Encuentro, 21, 57-70.
Juan-Garau, M. y Salazar-Noguera, J. (Eds.) 2014. Content-based Learning in Multilingual Educational Environments, Berlin: Springer.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5 (1), 3-18.
Lasagabaster, D. y Sierra, J. M. (2010). Immersion and CLIL in English: more differences than similarities, ELT Journal, 64 (4), 367-375.
Lorenzo, F, Casal Madinabeitia, S., de Alba Quiñones, V. y Moore, P. (2007). Introduction. Revista Española de Lingüística Aplicada, Volumen especial, 11-16.
Lorenzo, F. (2007). The Sociolinguistics of CLIL: Language Planning and Language Change in 21st Century. Revista Española de Lingüística Aplicada, Volumen especial, 27-38.
Lucietto, S. (2008). A Model for Quality CLIL Provision. International CLIL Research Journal, 1 (1), 83-92.
Marchena Consejero, E. Rapp García, C., Araujo Hoyos, A. M., Romero López Alberca, C., Navarro Guzmán, J. I., Alcalde Cuevas, C., Aguilar Villagrán, M., y Menacho Jimenez, I. (2009). Autorregulación como gestión del tiempo de estudio: una herramienta informática. Actas IV Jornadas Internacionales Mentoring & Coaching: Universidad – Empresa (23, 24 y 25 noviembre, Madrid), pp. 80 – 94.
Marsh, D. (1994). CLIL the European dimension. Bruselas: European Council.
Marsh, D. (2001). The Relevance and Potential of Content and Language Integrated Learning (CLIL) for Achieving MT+2 in Europe. Obtenido 10 febrero 2016, desde http//web.fu-berlin.de/elc/bulletin/9/en/marsh.html
Marsh, D. (2009). Introduction: culture, education & content and language integrated learning. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Met, M. (1999). Content-based Instruction: Defining Terms, Making Decisions. Washington D.C.: The National Foreign Language Center. Obtenido 15 agosto 2017, desde http://carla.umn.edu/cobaltt/modules/principles/decisions.html
Morton, T. (2009). Integrating language and content in secondary CLIL History: the potential of a genre-based approach. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Muñoz, C. (2007). CLIL: Some thoughts on its psycholinguistic principles. Revista Española de Lingüística Aplicada, Volumen especial, 17-26.
Pérez-Vidal, C. (2009). The integration of content and language in the classroom: A European approach to education (the second time around). En E. Dafouz y M. C. Guerrini (Ed.), CLIL across Educational Levels. Londres: Richmond Publishing.
Pérez-Vidal, C. y Roquet, H. (2015). The linguistic impact of a CLIL Science programme: An analysis measuring relative gains, System, 54, 80-90.
Pontiveros Gómez, R. (2011). La organización de los espacios y del tiempo. Criterios para una adecuada distribución y organización espacial y temporal. Ritmos y rutinas cotidianas. La evaluación de los espacios y del tiempo. Revista Digital. Innovación y Experiencias Educativas, 38, 1-12.
Rodríguez, M. (2007). El uso del tiempo en la práctica pedagógica de las escuelas adscritas a la Alcaldía Metropolitana. Revista Universitaria de Investigación, 8 (2), 83-104.
Sylvén, L. K. y Thompson, A. S. (2015). Language learning motivation and CLIL. Is there a connection? Journal of Immersion and Content-Based Language Education, 3 (1), 28–50.
Wolf, D. (2007). CLIL: bridging the gap between schools and working life. En D. Marsh y D. Wolf, (Eds.), Diverse contexts-converging goals. Berna: Peter Lang.
Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28-35.
Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39, 523-532.
Bruton, A. (2013). CLIL: Some of the reasons why... and why not. System, 41, 587-597.
Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014), System, 53, 119-128.
Carrió Pastor, M. L. (2007). Internet as a tool to learn a second language in a technical environment. European Journal of Engineering Education, 32, 599- 612.
Carrió-Pastor, M. L. (2008). Learner-Instructor Collaborative Design of Content and Language Integrated Writing Activities. ITL- International Journal of Applied Linguistics, 156, 175-178.
Carrió-Pastor, M. L. (Ed.), (2009a). Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Carrió-Pastor, M. L. (2009b). Enhancing learner-teacher collaboration through the use of on-line activities. En I. González-Pueyo, C. Foz-Gil, M. Jaime Siso & M. J. Luzón Marco, (Eds.), Teaching Academic and Professional English Online. Berna: Peter Lang.
Carrió-Pastor, M. L. (2009c). Cultural diversity in CLIL. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Carrió-Pastor, M. L. (2013). The Internet, collaborative writing and CLIL in second language teaching. Lenguaje y textos, 38, 107-120.
Carrió-Pastor, M. L. (Ed.) (2018). Teaching Language and Teaching Literature in Virtual Environments. Singapur: Springer.
Carrió-Pastor, M. L. (en prensa). The Implementation of Content and Language Integrated Learning in Spain: Strengths, Weaknesses, Opportunities and Threats. En Handbook of Language Education Curriculum Design. Londres: Routledge.
Carrió-Pastor, M. L. y Romero Forteza, F. (2014). Second Language Writing: use of the World Wide Web to Improve Specific Writing. Procedia Social and Behavioral Sciencies, 116, 235-239.
Carrió-Pastor, M.L. y Perry, D. (2010). The collaborative approach in Content and Language Integrated Learning. Revista Alicantina de Estudios Ingleses, 23, 69-81.
Carrió-Pastor, M.L. y Tamarit Vallés, I. (2015). A comparative study of the influence of the mother tongue in LSP and CLIL. Procedia Social and Behavioral Sciences, 178, 38-42.
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, Culture and Curriculum, 28 (1), 8-24.
Cenoz, J., Genesee, D. y Gorter, F. (2014). Critical analysis of CLIL: taking stock and looking forward. Applied Linguistics, 35 (3), 243–262.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
Chiecher, A, Donolo, D. y Rinaudo, M. C. (2008). Manejo del tiempo y el ambiente en una experiencia didáctica con instancias presenciales y virtuales. RED. Revista de Educación a Distancia, 20, 1-10. Obtenido 29 agosto 2018 desde http://www.um.es/ead/red/20
Coyle, D. (2007). The CLIL quality challenge. En D. Marsh y D. Wolf (Eds.), Diverse Contexts-Converging Goals, Berna: Peter Lang.
Coyle, D. (2009). Promoting cultural diversity through intercultural understanding: a case study of CLIL teacher professional development at in-service and pre-service levels. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Coyle, D. (2010). Foreword. En D. Lasagabaster y Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training. Newcastle: Cambridge Scholars Publishing.
Coyle, D. Hood, P. y Marsh, D. (2010). CLIL. Cambridge: Cambridge University Press.
Dafouz, E. y Guerrini, M. C. (2009). CLIL across educational levels, Londres: Richmond Publishing.
Dafouz, E. y Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67.
Dallinger, S., Jonkmann, K., Hollm, J. and Fiege, C. (2016). The effect of content and language integrated learning on students' English and history competences e Killing two birds with one stone? Learning and Instruction, 41, 23-31.
Dalton-Puffer, C, Nikula, T., Llinares, A. y Lorenzo, F. (2016). More than Content and Language: The Complexity of Integration in CLIL and Multilingual Education. En T. Nikula, E. Dafouz, P. Moore y U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education. Clevedon: Multilingual Matters.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204.
Doiz, A., Lasagabaster, D. y Sierra, J. M. (Eds.) (2013). English-Medium Instruction at Universities. Global Challenges. Bristol: Multilingual Matters.
Eurodyce. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Bruselas: European Commission. Obtenido 12 octubre 2017 desde http://www.indire.it/lucabas/lkmw_file/eurydice /CLIL_EN.pdf
Forteza Romero, F. y Carrió-Pastor, M. L. (2014). Virtual language learning environments: the standardization of evaluation. Multidisciplinary Journal for Education, Social and Technological Sciences (MUSTE), 1, 135-152.
Hafner, C. A. y Miller, L. (2011). Fostering learner autonomy in English for Science: a collaborative digital video project in a technological learning environment. Language Learning & Technology, 15 (3), 68-86.
Harrop, E. (2012). Content and Language Integrated Learning (CLIL): Limitations and possibilities. Encuentro, 21, 57-70.
Juan-Garau, M. y Salazar-Noguera, J. (Eds.) 2014. Content-based Learning in Multilingual Educational Environments, Berlin: Springer.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5 (1), 3-18.
Lasagabaster, D. y Sierra, J. M. (2010). Immersion and CLIL in English: more differences than similarities, ELT Journal, 64 (4), 367-375.
Lorenzo, F, Casal Madinabeitia, S., de Alba Quiñones, V. y Moore, P. (2007). Introduction. Revista Española de Lingüística Aplicada, Volumen especial, 11-16.
Lorenzo, F. (2007). The Sociolinguistics of CLIL: Language Planning and Language Change in 21st Century. Revista Española de Lingüística Aplicada, Volumen especial, 27-38.
Lucietto, S. (2008). A Model for Quality CLIL Provision. International CLIL Research Journal, 1 (1), 83-92.
Marchena Consejero, E. Rapp García, C., Araujo Hoyos, A. M., Romero López Alberca, C., Navarro Guzmán, J. I., Alcalde Cuevas, C., Aguilar Villagrán, M., y Menacho Jimenez, I. (2009). Autorregulación como gestión del tiempo de estudio: una herramienta informática. Actas IV Jornadas Internacionales Mentoring & Coaching: Universidad – Empresa (23, 24 y 25 noviembre, Madrid), pp. 80 – 94.
Marsh, D. (1994). CLIL the European dimension. Bruselas: European Council.
Marsh, D. (2001). The Relevance and Potential of Content and Language Integrated Learning (CLIL) for Achieving MT+2 in Europe. Obtenido 10 febrero 2016, desde http//web.fu-berlin.de/elc/bulletin/9/en/marsh.html
Marsh, D. (2009). Introduction: culture, education & content and language integrated learning. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Met, M. (1999). Content-based Instruction: Defining Terms, Making Decisions. Washington D.C.: The National Foreign Language Center. Obtenido 15 agosto 2017, desde http://carla.umn.edu/cobaltt/modules/principles/decisions.html
Morton, T. (2009). Integrating language and content in secondary CLIL History: the potential of a genre-based approach. En M. L. Carrió Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity. Berna: Peter Lang.
Muñoz, C. (2007). CLIL: Some thoughts on its psycholinguistic principles. Revista Española de Lingüística Aplicada, Volumen especial, 17-26.
Pérez-Vidal, C. (2009). The integration of content and language in the classroom: A European approach to education (the second time around). En E. Dafouz y M. C. Guerrini (Ed.), CLIL across Educational Levels. Londres: Richmond Publishing.
Pérez-Vidal, C. y Roquet, H. (2015). The linguistic impact of a CLIL Science programme: An analysis measuring relative gains, System, 54, 80-90.
Pontiveros Gómez, R. (2011). La organización de los espacios y del tiempo. Criterios para una adecuada distribución y organización espacial y temporal. Ritmos y rutinas cotidianas. La evaluación de los espacios y del tiempo. Revista Digital. Innovación y Experiencias Educativas, 38, 1-12.
Rodríguez, M. (2007). El uso del tiempo en la práctica pedagógica de las escuelas adscritas a la Alcaldía Metropolitana. Revista Universitaria de Investigación, 8 (2), 83-104.
Sylvén, L. K. y Thompson, A. S. (2015). Language learning motivation and CLIL. Is there a connection? Journal of Immersion and Content-Based Language Education, 3 (1), 28–50.
Wolf, D. (2007). CLIL: bridging the gap between schools and working life. En D. Marsh y D. Wolf, (Eds.), Diverse contexts-converging goals. Berna: Peter Lang.
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2019-03-26
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Time planning and evaluation in the online training of teachers in content and language integrated learning. (2019). TEJUELO. Didactics of Language and Literature. Education, 30, 111-150. https://doi.org/10.17398/1988-8430.30.111
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