Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included

¿Es suficiente el uso del inglés como medio de instrucción? Percepciones de estudiantes y profesores universitarios

Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new. doi: 10.5294/laclil.2016.9.2.4La internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto,se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nueva

31st Annual Meeting and Associated Programs of the Society for Immunotherapy of Cancer (SITC 2016) : part two

Background The immunological escape of tumors represents one of the main ob- stacles to the treatment of malignancies. The blockade of PD-1 or CTLA-4 receptors represented a milestone in the history of immunotherapy. However, immune checkpoint inhibitors seem to be effective in specific cohorts of patients. It has been proposed that their efficacy relies on the presence of an immunological response. Thus, we hypothesized that disruption of the PD-L1/PD-1 axis would synergize with our oncolytic vaccine platform PeptiCRAd. Methods We used murine B16OVA in vivo tumor models and flow cytometry analysis to investigate the immunological background. Results First, we found that high-burden B16OVA tumors were refractory to combination immunotherapy. However, with a more aggressive schedule, tumors with a lower burden were more susceptible to the combination of PeptiCRAd and PD-L1 blockade. The therapy signifi- cantly increased the median survival of mice (Fig. 7). Interestingly, the reduced growth of contralaterally injected B16F10 cells sug- gested the presence of a long lasting immunological memory also against non-targeted antigens. Concerning the functional state of tumor infiltrating lymphocytes (TILs), we found that all the immune therapies would enhance the percentage of activated (PD-1pos TIM- 3neg) T lymphocytes and reduce the amount of exhausted (PD-1pos TIM-3pos) cells compared to placebo. As expected, we found that PeptiCRAd monotherapy could increase the number of antigen spe- cific CD8+ T cells compared to other treatments. However, only the combination with PD-L1 blockade could significantly increase the ra- tio between activated and exhausted pentamer positive cells (p= 0.0058), suggesting that by disrupting the PD-1/PD-L1 axis we could decrease the amount of dysfunctional antigen specific T cells. We ob- served that the anatomical location deeply influenced the state of CD4+ and CD8+ T lymphocytes. In fact, TIM-3 expression was in- creased by 2 fold on TILs compared to splenic and lymphoid T cells. In the CD8+ compartment, the expression of PD-1 on the surface seemed to be restricted to the tumor micro-environment, while CD4 + T cells had a high expression of PD-1 also in lymphoid organs. Interestingly, we found that the levels of PD-1 were significantly higher on CD8+ T cells than on CD4+ T cells into the tumor micro- environment (p < 0.0001). Conclusions In conclusion, we demonstrated that the efficacy of immune check- point inhibitors might be strongly enhanced by their combination with cancer vaccines. PeptiCRAd was able to increase the number of antigen-specific T cells and PD-L1 blockade prevented their exhaus- tion, resulting in long-lasting immunological memory and increased median survival

Internacionalización de la educación superior: de la institución al aula

Las instituciones de educación superior (IES), como centros de producción de conocimiento, tienen la responsabilidad social de promover en sus estudiantes el desarrollo de competencias, conocimiento, comprensión y habilidades que les permitan reconocer y actuar adecuadamente teniendo en cuenta la naturaleza cambiante de la realidad actualEl objetivo de este libro es explorar el proceso de internacionalización de la Instituciones de Educación Superior (IES) desde una visión macro como elemento estratégico de la misión institucional hasta lo micro de cómo este fenómeno se aborda en el salón de clase

¿Es suficiente el uso del inglés como medio de instrucción? Percepciones de estudiantes y profesores universitarios

Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new. doi: 10.5294/laclil.2016.9.2.4La internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto,se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nueva

O uso do inglês como meio de instrução é suficiente? Percepções de estudantes e professores universitários

1 documento en PDFLa internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto, se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nuev

Assessment of the timing of milestone clinical events in patients with epidermolysis bullosa from North America

Importance: Children with epidermolysis bullosa (EB) comprise a rare population with high morbidity and mortality. An improved understanding of the clinical trajectory of patients with EB, including age at time of clinical diagnosis and major clinical events, is needed to refine best practices and improve quality of life and clinical outcomes for patients with EB. Objectives: To describe demographics, clinical characteristics, milestone diagnostic and clinical events (such as initial esophageal dilation), and outcomes in patients with EB using the Epidermolysis Bullosa Clinical Characterization and Outcomes Database and to determine what characteristics may be associated with overall EB severity and/or disease progression. Design, Setting, and Participants: This cohort study included data on patients with EB who were enrolled in the Epidermolysis Bullosa Clinical Characterization and Outcomes Database from January 1, 2011, to June 30, 2017; 17 participating EB centers in the United States and Canada contributed data to this study. Exposures: Type of EB, including recessive dystrophic epidermolysis bullosa (RDEB), junctional epidermolysis bullosa (JEB), dominant dystrophic epidermolysis bullosa (DDEB), and epidermolysis bullosa simplex (EBS). Main Outcomes and Measures: Demographic information, clinical characteristics (including age at onset of signs of EB and subsequent clinical diagnosis), types of diagnostic testing performed, and milestone clinical events for patients with RDEB. Results: Of 644 enrolled patients from 17 sites included in this study, 323 were male (50.2%), with a mean (SD) age of 14.4 (11.7) years; 283 (43.9%) had RDEB, 194 (30.1%) had EBS, 104 (16.2%) had DDEB, and 63 (9.8%) had JEB. Signs of disease were present at birth in 202 patients with RDEB (71.4%), 39 with JEB (61.9%), 60 with DDEB (57.7%), and 74 with EBS (38.1%). For those with signs of disease at birth, a clinical diagnosis was made at the time of birth in 135 patients with RDEB (67.0%), 31 with DDEB (52.6%), 35 with EBS, (47.3%) and 18 with JEB (46.2%). Patients with JEB had the highest rate of any confirmatory testing (51 of 63 [81.0%]), followed by RDEB (218 of 283 [77.0%]), DDEB (71 of 104 [68.3%]), and EBS (100 of 194 [51.5%]). For all types of EB, both electron microscopy and immunofluorescence microscopy were performed at younger ages than genetic analysis. Among 283 patients with RDEB, 157 (55.5%) had esophageal dilation, 104 (36.7%) had gastrostomy tube placement, 62 (21.9%) had hand surgery, 18 (6.4%) developed squamous cell carcinoma, and 19 (6.7%) died. Conclusions and Relevance: The findings suggest that diagnostic testing for EB is more common for patients with severe phenotypes. Earlier diagnostic testing may enable improved characterizations of patients so that appropriate counseling and clinical care may be offered, especially pertaining to milestone events for those with RDEB

A retrospective analysis of diagnostic testing in a large North American cohort of patients with epidermolysis bullosa

Accurate diagnosis of epidermolysis bullosa (EB) has significant implications for prognosis, management, and genetic counseling. To describe diagnostic testing patterns and assess diagnostic concordance of transmission electron microscopy (TEM), immunofluorescence mapping (IFM), and genetic analysis for EB. A retrospective cohort included patients enrolled in the Epidermolysis Bullosa Clinical Characterization and Outcomes Database from January 1, 2004, to July 8, 2019. Tests concluding the same EB type (EB simplex, junctional EB, dominant dystrophic EB, and recessive dystrophic EB) were considered concordant; those concluding different EB types were considered discordant; and those with nonspecific/nondefinitive results were equivocal. A total of 970 diagnostic tests were conducted from 1984 to 2018 in 771 patients. Genetic analyses were performed chronologically later than IFM or TEM (P < .001). The likelihood of undergoing genetic analysis was greater for junctional EB and recessive dystrophic EB, and the same for dominant dystrophic EB as compared with EB simplex. TEM results in 163 patients were equivocal (55%), concordant (42%), and discordant (3%). IFM results in 185 patients were equivocal (54%), concordant (42%), and discordant (4%). Retrospective design. Diagnostic testing has shifted in favor of genetic analysis. TEM and IFM frequently offer equivocal findings when compared to the specificity afforded by genetic analysis

A retrospective analysis of diagnostic testing in a large North American cohort of patients with epidermolysis bullosa

BACKGROUND: Accurate diagnosis of epidermolysis bullosa (EB) has significant implications for prognosis, management, and genetic counseling. OBJECTIVE: To describe diagnostic testing patterns and assess diagnostic concordance of transmission electron microscopy (TEM), immunofluorescence mapping (IFM), and genetic analysis for EB. METHODS: A retrospective cohort included patients enrolled in the Epidermolysis Bullosa Clinical Characterization and Outcomes Database from January 1, 2004, to July 8, 2019. Tests concluding the same EB type (EB simplex, junctional EB, dominant dystrophic EB, and recessive dystrophic EB) were considered concordant; those concluding different EB types were considered discordant; and those with nonspecific/nondefinitive results were equivocal. RESULTS: A total of 970 diagnostic tests were conducted from 1984 to 2018 in 771 patients. Genetic analyses were performed chronologically later than IFM or TEM (P \u3c .001). The likelihood of undergoing genetic analysis was greater for junctional EB and recessive dystrophic EB, and the same for dominant dystrophic EB as compared with EB simplex. TEM results in 163 patients were equivocal (55%), concordant (42%), and discordant (3%). IFM results in 185 patients were equivocal (54%), concordant (42%), and discordant (4%). LIMITATIONS: Retrospective design. CONCLUSIONS: Diagnostic testing has shifted in favor of genetic analysis. TEM and IFM frequently offer equivocal findings when compared to the specificity afforded by genetic analysis