Dissertations and Theses


El perfil del profesor de disciplina en el marco de la metodología CLIL

posted 13 Sep 2011, 03:31 by Manuel F. Lara

Lauretta D'Angelo has just finished her doctoral research
with a focus on CLIL.
The text of the thesis is available free to download (in Spanish)


Teaching with CLIL: Learning and Language Come Together

posted 26 Aug 2011, 23:34 by Manuel F. Lara


authors Fledderus, W.
source IVLOS Institute of Education Theses (2011)
full text
 [Full text]
document type Master thesis
disciplines IVLOS
abstract The educational concept of Content and Language Integrated Learning is an invaluable tool in promoting learner understanding of a secondary language. It is one of the crucial added-value propositions of bilingual education: rather than a simplistic approach to teaching in a foreign language, there is an emphasis on the integration of subject and language learning. Language is a shared primary concern, with subject learning. CLIL connects multiple intelligence teaching, multi-modality, activating exercises, and cooperative learning, creating a unified learning experience within bilingual education. The research team, consisting of two teachers of English and a history teacher, examined the balancing act that teachers new to CLIL experience through a school-based case study. In Dutch bilingual education (hereafter referred to as TTO) there is an emphasis on balancing language and subject learning: the ideal environment in which to implement CLIL teaching strategies. A practice based research focusing on one particular school provides more direct insight into some of the difficulties in implementing CLIL teaching strategies there, while also scaling to more general advice. By examining the awareness of CLIL among teachers and pupils it is possible to discern the relation between what is taught and what is learned: is CLIL experienced in a similar manner by both teachers and pupils? Moreover, there is the consideration of CLIL in practice: is it possible to distinguish CLIL teaching strategies within subject lessons by an outside observer? Recommendations will be made for the improvement of CLIL implementation.
keywords CLIL, content, language, integrated, learning, bilingual, education, TTO, Slingerbos, teacher, training, implement, implementation

METACOGNICIÓN Y COMPRENSIÓN DE LA LECTURA: EVALUACIÓN DE LOS COMPONENTES ESTRATÉGICOS (PROCESOS Y VARIABLES) MEDIANTE LA ELABORACIÓN DE UNA ESCALA DE CONCIENCIA LECTORA (ESCOLA)

posted 19 Aug 2011, 10:12 by Manuel F. Lara

UNIVERSIDAD COMPLUTENSE DE MADRID
FACULTAD DE PSICOLOGÍA

Departamento de Psicología Básica II (Procesos Cognitivos)


MEMORIA PARA OPTAR AL GRADO DE DOCTOR
PRESENTADA POR
Virginia Jiménez Rodríguez
Bajo la dirección del doctor
Aníbal Puente Ferreras
Madrid, 2004
ISBN: 84-669-2656-9

The Effectiveness Of Test Taking Teams Model To Teach Reading

posted 16 Aug 2011, 07:58 by Manuel F. Lara

The Effectiveness Of Test Taking Teams Model To Teach Reading Viewed From Students’ Interest (An Experimental Study At The Eighth Grade Students Of Mts Nw Penedagandor Lombok Timur In The Academic Year Of 2010/2011)

Muhammad Junaidi

Abstract

This research is aimed at finding out whether: (1) Test Taking Teams is more effective than Direct Instruction Model to teach reading at the Eighth Grader of MTs. NW Penedagandor in the Academic Year of 2010/2011; (2) the students who have high interest have better reading skill than those who have low interest at the eighth Graders of MTs.NW Penedagandor in the Academic Year of 2010/2011; and (3) there is an interaction between teaching model and interest for teaching reading at the eighth Graders of MTs. NW Penedagandor in the Academic Year of 2010/2011. The method which was applied in this research was experimental study. It was conducted at the eighth graders of MTs. NW Penedagandor. The population of the research is the eighth graders of MTs. NW Penedagandor in the academic year of 2010/2011. The samples were two classes. In taking the sample, a cluster random sampling technique was used. Each class was divided into two groups; the students who have high and low interest. Then, the techniques which were used to collect the data were questionnaire of interest and a multiple choice test for reading skill. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and tukey test. Based on the results of the analysis, there are some research findings that can be taken: (1) Test Taking Teams is significantly different from Direct Instruction Model to teach reading and Test Taking Teams is more effective than Direct Instruction Model to teach reading. (2) The reading skill of the students who have high interest is significantly different from that of those who have low interest and the students who have high interest have better reading skill than those who have low interest and (3) There is an interaction between teaching models and interest in teaching reading; (a) for the students who have high interest, Test Taking Teams is more effective than Direct Instruction Model to teach reading; and (b) for the students who have low interest, Direct Instruction Model is more effective than Test Taking Teams to teach reading; and Direct Instruction Model is not effective than Test Taking Teams to teach reading. Based on the findings, it can be concluded that in general Test Taking Teams is more effective than Direct Instruction Model to teach reading. For the students who have high interest, Test Taking Teams is more effective than Direct Instruction Model to teach reading but for the students who have low interest, Direct Instruction Model is not more effective than Test Taking Teams model to teach reading. In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching models to teach reading for the students who have high or low interest.

Teaching with CLIL: Learning and Language Come Together

posted 16 Aug 2011, 03:06 by Manuel F. Lara   [ updated 16 Aug 2011, 07:39 ]

Teaching with CLIL: Learning and Language Come Together
authors Knoppert, R.J.
source IVLOS Institute of Education Theses (2011)
full text [Full text]
document type Master thesis
disciplines IVLOS
abstract The educational concept of Content and Language Integrated Learning is an invaluable tool in promoting learner understanding of a secondary language. It is one of the crucial added-value propositions of bilingual education: rather than a simplistic approach to teaching in a foreign language, there is an emphasis on the integration of subject and language learning. Language is a shared primary concern, with subject learning. CLIL connects multiple intelligence teaching, multi-modality, activating exercises, and cooperative learning, creating a unified learning experience within bilingual education. The research team, consisting of two teachers of English and a history teacher, examined the balancing act that teachers new to CLIL experience through a school-based case study. In Dutch bilingual education (hereafter referred to as TTO) there is an emphasis on balancing language and subject learning: the ideal environment in which to implement CLIL teaching strategies. A practice based research focusing on one particular school provides more direct insight into some of the difficulties in implementing CLIL teaching strategies there, while also scaling to more general advice. By examining the awareness of CLIL among teachers and pupils it is possible to discern the relation between what is taught and what is learned: is CLIL experienced in a similar manner by both teachers and pupils? Moreover, there is the consideration of CLIL in practice: is it possible to distinguish CLIL teaching strategies within subject lessons by an outside observer? Recommendations will be made for the improvement of CLIL implementation.

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