CLIL Approach in Primary Education: Learning about Byzantine Art and Culture through a Foreign Language

The purpose of the present study is to provide insights into experimental research on Content and Language Integrated Learning (CLIL) for developing English as a Foreign Language (EFL) skills and aspects of Byzantine history and culture in the context of Greek primary education. It aims at a) developing a CLIL project with a focus on Byzantine and post Byzantine history and culture for 6th primary school students; b) investigating the effects of CLIL on students’ skills performance after a total of 30 teaching sessions intervention; c) identifying whether CLIL instruction develops a more positive attitude towards FL and content learning. A multimodal and multisensory learning environment was created in order to support and enhance language skills and content knowledge. In such a context, students were encouraged to use language creatively through getting involved in communicative, problem-solving and inquiry-based activities. The positive effects of the project were indicated, particularly on students’ communicative skills. Also gains were recorded in relation to students’ enhancement of content knowledge and skills, as well their positive attitude towards FL and content learning

The Effectiveness of Using Multisensory Approach in Enhancing Achievement and Retention of English Vocabulary Amongst Intermediate Female Students with EFL Learning Disabilities

The aim of this study was to investigate the effectiveness of using multisensory approach in enhancing the achievement and retention of English language vocabulary amongst intermediate stage female students with EFL learning disabilities. A quasi-experimental model was adopted as an experimental methodology where a standardized intelligence test (R.Cattel IQ scale) and a researcher –prepared vocabulary achievement test were used as research tools. The subjects (N = 116) were selected from two intermediate schools in Taif. A criterion was applied to select students with learning disabilities. The sample was divided randomly into two groups: control and experimental. Both groups were pre-tested to assure that they were equivalent. The control group (N=10) were taught through traditional method, while the experimental group(N=12) were taught through multisensory approach during the first term of the school year(1435-1436H). The experiment lasted for six weeks, then the vocabulary achievement was applied.  One month later, the VAT delayed test was applied. In order to process the results of the study groups statistically, the researcher used the computerized program: Statistical Package for Social Sciences (SPSS). Mann-Whitney U Test, normal distribution Z, Wilcoxon signed ranks test and effect size of Wilcoxon were used in this study. Results revealed that multisensory approach had a positive effect on vocabulary achievement and retention of the students with learning disability. Keywords: Multisensory Approach, EFL, Learning Disabilities, English Vocabulary, KSA. DOI: 10.7176/JEP/11-9-17 Publication date:March 31st 202

Using HeidiSongs Music as an Instructional Tool in the Elementary School Classroom: A Case Study

The purpose of this qualitative multiple case study is to understand how teachers use HeidiSongs music as an instructional tool in the elementary school classroom. HeidiSongs uses multisensory structured language education to teach by engaging multiple senses simultaneously to increase retention. The theories guiding this study include Gardner’s theory of multiple intelligences, which involves kinesthetic intelligences among other types of intelligences, and Krashen’s theory of second language acquisition. HeidiSongs uses both musical and kinesthetic activities to enhance literacy. The central research question focused on how teachers use HeidiSongs music as an instructional tool in the elementary school classroom. The sub-questions explored the different instructional settings where this literacy instruction could take place: whole group, small group, and individual instruction. Eleven participants were current or former users of HeidiSongs music, and data was collected virtually through documentation, individual interviews, and a single focus group interview. Data was analyzed through cross-case synthesis, searching for patterns, forming naturalistic generalizations, and explanation building. Findings indicated HeidiSongs is most applicable in the whole group setting in the elementary school classroom, with teachers and students using recall of the songs in small group and individual worktime to enhance memory. Teachers enjoyed the combination of multisensory music and movement in HeidiSongs and reported an overall positive effect on student engagement, even in diverse populations. Further research on instructional data distinguishing between audio, visual, or animated versions of the songs could help teachers determine which version of the songs is most ideal for each classroom

Sing If You Know It: Songs With Gestures Used To Reinforce Tier-2 And Tier-3 Content Vocabulary To Early Elementary English Learners

In Minnesota, the state standards require that all students, including English learners of all proficiencies, demonstrate knowledge of complex academic and content vocabulary. This can pose obvious problems for students with limited English proficiency. Research has shown that music and gestures can play an integral part in the retention of difficult vocabulary. It can also increase a student’s motivation, while building their confidence and minimizing their anxiety. Furthermore, music can create solidarity in the classroom. Many teachers, though at times intimidated by its implementation, agree that using music in the classroom can enhance learning and increase retention. That being said, there are few resources that teach the content specific tier-2 and tier-3 vocabulary which early elementary English language learners need to master in order to be competitive with their monolingual, grade-level peers. This project evaluates what experts in education and language acquisition have said about using music as a vehicle for teaching English learners. It also scrutinizes learning units that incorporate music to teach English. Moreover, it includes four songs aligned to the MN first-grade content and English learner WIDA standards, a brochure with lyrics and a video showing teachers how to use the gestures. Pairing music with TPR (gestures) to teach early elementary English learners vocabulary has been proven to be an effective tool that not only helps with retention and increases engagement but also decreases anxiety while building solidarity in the classroom. Teachers’ apprehension stemming from using music in the classroom will subside when using these resources, as they are straightforward and easily accessible to all educators

The impact of song and movement on kindergarten sight word acquisition

The purpose of this naturalistic, qualitative study was to document the impact that song and movement had on kindergarten sight word acquisition. To investigate this, 18 kindergarten students were taught 20 new sight words using songs and movement over the course of four weeks. Data was systematically collected and analyzed to determine the specific benefits that song and movement had on kindergartner\u27s sight word learning in regard to automaticity, motivation, and engagement. The kindergarten students were administered a pre-and post-sight word assessment along with a pre-and post-song and movement motivation and engagement student survey. Throughout the study, a qualitative journal was kept to track student progress, notes, quotes, and behaviors. Based on the data collected, the use of song and movement had a positive impact on kindergartner\u27s sight word acquisition. All 18 students increased their sight word knowledge and demonstrated a strong ability to read sight words with automaticity. The motivation and engagement of kindergarten students also increased while learning sight words using song and movement. The results also revealed that the use of song and movement had a positive impact and acted as a scaffold to support the acquisition of sight words of struggling learners in the class

Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming

In this capstone project, I advocate for adding makerspaces to art museum education programming. I review the foundational educational concepts of a makerspace which help explain why it is a modern strategy to increasing visitor learning. This includes John Dewey’s theories of experience and education, Howard Gardner’s multiple intelligences theory, George Hein’s studies of museum visitor behavior, and the physiological science of learning. I then propose four key terms essential for visitor learning, and explain how makerspaces successfully incorporate them. The four key terms are: 1. multiple intelligences, 2. direct experience, 3. inquiry based and open ended learning, and 4. dynamic physical space. I conclude with my recommendations for an art museum interested in creating and maintaining a makerspace, using several examples from museums of all types that currently offer makerspaces as part of their programming

Encouraging students to speak in english in an EFL classroom using pop rock songs.

The aim of this action research was to encourage students to speak in English using pop rock songs. The participants were twenty-one students enrolled in an English II course at Uniminuto. The data was collected from field notes, reflective journals and focus groups during two months. This research is ruled over the following specific fields: Motivation, Speaking, Multiple Intelligences and Multisensory Learning. It was found that students reacted in a positive way towards activities designed using songs. In addition, songs were useful tools to help students to increase their confidence in order to speak with their classmates. In the last chapter of this study, relevant findings, conclusions, implications, limitations and suggestions for further research will be provided

“El mundo visto desde miradas diferentes”: un proyecto que integra contenido y lenguaje para aprendices de inglés como lengua extranjera en primaria

This paper presents the design, implementation, and evaluation of a project entitled “It’s the same world through different eyes,” which was based on the principles of the Content and Language Integrated Learning (CLIL) approach and was piloted with 4th grade primary school students (between 9 and 10 years of age). More specifically, we employed a dual-focused approach, focusing equally on EFL (English as a foreign language) and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to a) develop the students’ receptive and productive skills in EFL), b) develop their sensitivity towards diversity, and c) enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and nonverbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness, and their sensitivity towards diversity.Este manuscrito presenta el diseño, la realización y la evaluación de un proyecto titulado “El mundo visto desde miradas diferentes” para aprendices de inglés como lengua extranjera en primaria, basado en los principios de integración de contenido y lengua para el aprendizaje (CLIL) piloteado con estudiantes de cuarto grado de escuela primaria (entre 9 y 10 años de edad). Se utilizó un enfoque dual-enfocado, concentrándonos igualmente en lengua inglesa y desarrollo de contenidos. Se diseñó un mini-syllabus basado en historias. Los objetivos del proyecto fueron: a) desarrollar las habilidades receptivas (escucha y lectura) y productivas (oral y escrita) de los estudiantes en inglés como lengua extranjera, b) desarrollar su sensibilidad hacia la diversidad, c) realzar su conciencia ciudadana. A los estudiantes se les brindó la oportunidad de expresarse verbalmente y no verbalmente, y de participar en una variedad de actividades creativas en un contexto de enseñanza multimodal. Los resultados indicaron mejoramiento de las habilidades receptivas como productivas de los estudiantes en la lengua meta y el desarrollo de la conciencia ciudadana en los niños y su sensibilidad hacia la diversidad

Using Food to Demonstrate Earth Science Concepts: a Review

Researchers categorized over one hundred print and web resources that use food to demonstrate earth science concepts. This article describes their findings: food-based activities are found in print and web-based resources with nearly equal frequency; most feature geologic themes; most are designed for primary and middle school audiences, but can be adapted for older students; and most of these activities meet the National Science Standard "Structure of the Earth" for middle school students. The authors suggest that food-based activities are a way to make subject matter more exciting and understandable, particularly for those with little or no background in science, and that food, which students consume daily, can serve as a reality based analogy to better understand many of the unfamiliar, abstract concepts taught in earth science classes. Educational levels: Graduate or professional

Helping children with difficulties learn : an overview

The purpose of this paper is to integrate multiple variables related to learning for children with special needs. Regarding the first variable, intelligence, the paper considers its history, development, and biological foundations. Gardner\u27s contemporary theory of Multiple Intelligence is also discussed. Then a discussion of learning styles, including the history, identification procedures and matching styles to instruction, is provided. Finally, the paper takes a historical journey through the learning process, to discuss the works of numerous authors in their related fields