Aprendre en una altra llengua / Learning through another language / Aprender en otra lengua

Dipòsit legal: B-16165-2011ISBN 978-84-490-2677-5El present volum recull una selecció de conferències de ponents convidats a les trobades sobre semiimmersió i al congrés internacional TRI-CLIL, sobre aprenentatge integrat de continguts i llengua (AICLE), organitzades pels equips CLIL-SI/GREIP a la Universitat Autònoma de Barcelona, des de l'any 2007 al 2011. Aquestes trobades han girat al voltant de l'ensenyament i l'aprenentatge de matèries curriculars en 'd'altres llengües', és a dir, en llengües no presents en l'enorn més immediat de l'alumnat

Arenavirus budding resulting from viral-protein-associated cell membrane curvature

Viral replication occurs within cells, with release (and onward infection) primarily achieved through two alternative mechanisms: lysis, in which virions emerge as the infected cell dies and bursts open; or budding, in which virions emerge gradually from a still living cell by appropriating a small part of the cell membrane. Virus budding is a poorly understood process that challenges current models of vesicle formation. Here, a plausible mechanism for arenavirus budding is presented, building on recent evidence that viral proteins embed in the inner lipid layer of the cell membrane. Experimental results confirm that viral protein is associated with increased membrane curvature, whereas a mathematical model is used to show that localized increases in curvature alone are sufficient to generate viral buds. The magnitude of the protein-induced curvature is calculated from the size of the amphipathic region hypothetically removed from the inner membrane as a result of translation, with a change in membrane stiffness estimated from observed differences in virion deformation as a result of protein depletion. Numerical results are based on experimental data and estimates for three arenaviruses, but the mechanisms described are more broadly applicable. The hypothesized mechanism is shown to be sufficient to generate spontaneous budding that matches well both qualitatively and quantitatively with experimental observations

Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL

[EN] This large-scale study compares the digital skills of CLIL and non-CLIL secondary students by means of two separate tests assessing ‘communicative digital competence’ (CLIL group, n=2,152, and non-CLIL group, n=18,093) and ‘informational digital competence’ (CLIL group, n=2,581, and non-CLIL group, n=17,553). The findings indicated that CLIL students showed significantly better digital skills than non-CLIL learners, particularly regarding communicative digital competence. This may suggest CLIL students are more familiar with the use of ICT, and that the communicative skills acquired by means of CLIL methodology based on communication, participation and interaction were transferred to digital environments. These outcomes reveal a new CLIL by-product as well as added value in a highly underexplored area in CLIL research: its effectiveness in the acquisition of key competences (in this case, digital competence), which are the major goals of compulsory education.This study is part of the research project APINGLO-CLM- (Ref.: FFI2014-54179-C2-2-P), funded by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO), 2015-2018. I would also like to thank the Castilla-La Mancha Office of Evaluation for their invaluable help and the two blind reviewers for their comments, which helped me to significantly improve this article.Nieto Moreno De Diezmas, E. (2018). Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL. Revista de Lingüística y Lenguas Aplicadas. 13:75-85. https://doi.org/10.4995/rlyla.2018.9023SWORD758513Admiraal, W., Westhoff, G. & de Bot, K. (2006). "Evaluation of Bilingual Secondary Education in the Netherlands: Students' Language Proficiency in English", Educational Research and Evaluation, 12, 75-93. https://doi.org/10.1080/13803610500392160Alonso, E., Grisale-a, J., Campo, A. (2008). "Plurilingual Education in Secondary Schools: Analysis of Results", International CLIL Research Journal, 1/1, 36-49.Alwi, N.A., Adams, R. and Newton, J. (2012). "Writing to learn via text chat: Task implementation and focus on form", Journal of Second Language Writing, 21, 23-39. https://doi.org/10.1016/j.jslw.2011.12.001Badertscher, H., Bieri, T. (2009). Wissenserwerb im content-and-language integrated learning. Bern-Stuttgart- Wien, Switzerland: Haupt.Ball, Ph. (2014). "CLIL and Competences: Assessment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 76-80.Baturay, M., Yıldırım, S. & A. Daloğlu, A. (2009). "Effects of Web-Based Spaced Repetition on Vocabulary Retention of Foreign Language Learners", Eurasian Journal of Educational Research (EJER), 34, 17-36.Bentley, B. (2014). "What are the Basic Parameters which Help CLIL to Thrive?" in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 98-100.Bergroth, M. (2006). "Immersion students in the matriculation examination Three years after immersion", in K. Björklund, M. Mård-Miettinen, M. Bergström & M. Södergård (eds.) Exploring Dual- Focussed Education. Integrating Language and Content for Individual and Societal Needs. http://www.uwasa.fi/materiaali/pdf/isbn_952-476-149-1.pdf [Accessed 15.09.2017]Cenoz, J., Genesee, F., Gorter, D. (2014). "Critical Analysis of CLIL: Taking Stock and Looking Forward", Applied Linguistics, 35/3, 243-262. https://doi.org/10.1093/applin/amt011Clegg, J. (2014). "The Role of CLIL in Developing Language and Cognitive Skills in the Curriculum", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 83-94.Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP.Dalton-Puffer, C. (2008). "Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe", in W. Delanoy and L. Volkmann (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter, 139-157.Dalton-Puffer, C. (2011). "Content-and-Language Integrated Learning: From Practice to Principles", Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092DiPietro, R. J. (1987). Strategic interaction: Learning Languages through Scenarios. New York: Cambridge University Press.Dourda, K., Bratitsis, T., Griva, E., Papadopoulou, P. (2013). "Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game", The Electronic Journal of e-Learning, 12/3, 243-258.Durán, A., Cruz, B. (2013). "How to integrate stories and ICT in content-based units of work for English learning", Porta Linguarum, 19, 219-237.European Commission (2006). Recommendation of 18 December 2006 of the European Parliament and the Council on Key Competences for lifelong learning (Official Journal of the European Union L394)Eshet-Alkalai, Y. (2004). "Digital Literacy. A Conceptual Framework for Survival Skills in the Digital Era", Journal of Educational Multimedia & Hypermedia, 13/1, 93-106.Fernández Fontecha, A. (2012). "CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Designin Language-Oriented Versions of Content and Language Integrated Learning", Alicante Journal of English Studies, 25, 317-334. https://doi.org/10.14198/raei.2012.25.22Fernández Fontecha, A. (2014). "CALL Syllabus Integration through ICT-Mediated Tasks", Didáctica. Lengua y Literatura, 26, 147-168.Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J.M. (2017). "Analysing students' content learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain", International Journal of Bilingual Education and Biligualism. Electronic publication ahead of print version. Published online: 24 February 2017. https://doi.org/10.1080/13670050.2017.1294142.Fernández Yubero, M.A., Pareja Moreno, M.I. (2009). "CLIL and ICT: expanding our borders". In E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 45-58.Gaballo, V. (2010). "Integrating Content and Language in Specialized Language Teaching and Learning with the Help of ICT", in Proceedings of the International Conference, ICT for language learning, 3rd edition.Gilleran, A. (2012). "eTwinning and CLIL", CLIL magazine, 1, 9-10.Gimeno Sanz, A. (2009). "How can CLIL benefit from the integration of Information and Communications Technologies?" in L. Carrió (ed.) Content and Language Integrated Learning Cultural Diversity. Series: Linguistic Insights Vol. 92. Frankfurt: Peter Lang. pp 77-102.Gimeno, A., Seiz, R., de Siquera J.M., Martínez, A. (2010). "Content and language integrated learning in higher technical education using inGenio online multimedia authoring tool", Procedia- Social and Behavioral Sciences, 2, 3170-3174. https://doi.org/10.1016/j.sbspro.2010.03.484Grisale-a, J., Campo, A., Alonso, E. (2009). "Ense-anza plurilingüe en centros de educación secundaria: análisis de resultados", Revista Iberoamericana de Educación, 49/1, 1-12.Halbach A. (2009). "The primary school teacher and the challenges of bilingual education", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 19-26.Housen, A. (2002). "Processes and outcomes in the European schools model of multilingual education", Bilingual Research Journal, 26/1, 45-64. https://doi.org/10.1080/15235882.2002.10668698Lasagabaster, D. (2008). "Foreign Language Competence in Content and Language Integrated Learning", Open Applied Linguistics Journal, 1, 31-42. https://doi.org/10.2174/1874913500801010030Lasagabaster, D., López Beloqui, R. (2015). "The Impact of Type of Approach (CLIL versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation", Porta Linguarum, 23/1, 41-57.Lorenzo, F. (2010). "CLIL in Andalusia", in D. Lagasabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars Publishers, 2-11.Madrid, D. (2011). "Monolingual and Bilingual Students' Competence in Social Studies", in D. Madrid, & S. Hughes (eds.) Studies in Bilingual Education. Bern: Peter Lang, 195-222. https://doi.org/10.3726/978-3-0351-0237-6Marsh, D. (2002). CLIL/EMILE- The European dimension. Actions, trends and foresight potential. Finland: Unicom, Continuing Education Centre.Mittendorfer, F. (2014). "Competence Matters: Signposting the Road to Learner Empowerment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 95-97.Naves, T. (2011). "How Promising Are the Results of Integrating Content and Language for EFL Writing and Overall EFL Proficiencyy?", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning, Bern: Peter Lang, 103-128.Nieto Moreno de Diezmas, E. (2012). "CLIL and development of emotional competence", Miscelanea. A Journal of English and American Studies, 45, 53-74.Nieto Moreno de Diezmas, E. (2016a). "The impact of CLIL on the acquisition of L2 competences and skills in primary education", International Journal of English Studies, 16/2, 81-101. https://doi.org/10.6018/ijes/2016/2/239611Nieto Moreno de Diezmas, E. (2016b). "The Impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the Bilingual Programmes of Castilla-La Mancha", Porta Linguarum, 25/1, 21-34.Nieto Moreno de Diezmas, E. (2017). "How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education". Investigaciones sobre lectura, 8, 7-26.Nieto Moreno de Diezmas, E. (2018). "Acquisition of reading comprehension in L1 in bilingual programmes of Primary Education. A comparative study". Ocnos, 17/1, 43-54.Nieto Moreno de Diezmas, E., Ortiz Calero, C. (2017). "Bilingüismo e interculturalidad en educación infantil: aprendiendo por proyectos", Multiárea: Revista de Didáctica, 9, 1-10.Nieto Moreno de Diezmas, E., Ruiz Cordero, B. (2018). "La evaluación de los programas AICLE en Castilla-La Mancha", in J. L. Ortega Martín, S. Hughes & D. Madrid (eds.) Influencia de la política educativa de centro en la ense-anza bilingüe en Espa-a. Madrid: Ministerio de Educación, Cultura y Deporte, 93-104.Pérez Ca-ado, M. L. (2011). "The Effects of CLIL within the APPP: Lessons Learned and Ways Forward", in R. Crespo & M. García de Sola (eds.) Studies in Honour of Ángeles Linde López. Granada: Universidad de Granada, 389-406.Pérez Ca-ado, M. L., Ráez Padilla, J. (2015). "Introduction and overview", in D. Marsh, M.L. Pérez Ca-ado, & J. Ráez Padilla (eds.) CLIL in action: Voices from the classroom. Newcastle upon Tyne: Cambridge Scholars Publishing, 1-12. https://doi.org/10.3726/978-3-653-04536-9/3Prentza, A. (2013). "CLIL & ICT in English foreign language learning: the eTwinning Experience of a primary school of intercultural education", ICT for Language Learning, 6th edition, available from http://conference.pixel-online.net/ICT4LL2013/common/download/Paper_pdf/094-CLI03-FP-Prentza-ICT2013.pdf [Accessed 15.09.2017].Reilly, T., Medrano, P. (2009). "MEC/British council Bilingual project. Twelve years of bilingual education and a smooth transition into secondary", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Richmond Publishing, 59-70.Rodríguez, R., Blázquez, M., López, B., Castro, M., San Cristobal, E., Martín, S. (2014). "Educational games for improving the teaching-learning process of a CLIL subject: Physics and chemistry in secondary education", IEEE Frontiers in Education Conference (FIE) Proceedings, 1-8. https://doi.org/10.1109/FIE.2014.7044064Ruiz de Zarobe, Y. (2011). "Which Language Competencies Benefit from CLIL? An Insignt into Applied Linguistic Research", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning. Berne: Peter Lang, 129-153. https://doi.org/10.3726/978-3-0351-0171-3San Isidro, X. (2010). "An Insight into Galician CLIL: Provision and Results", in D. Lasagabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars, 55-78.Saz, O., Rodríguez, V., Lleida, E., Rodríguez, W.R., Vaquero, C. (2011). "The use of multimodal tools for pronunciation training in second language learning of preadolescents", Journal of Communications Research, 3, 1-19.Scott, D., Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer assisted language learning. London: European Commission.Seikkula-Leino, J. (2007). 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Explaining : a central discourse function in instruction

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaIt is a well known fact that school lessons are a social practice that is constituted above all else via language, a fact so obvious that it usually remains below consciousness-level. Incidentally, CLIL and multilingual classrooms often act as an awareness-raising catalyst in this respect because the issue of language is experienced as a problem. The question which automatically arises, then, is what characterises the language of the classroom in L2 and what are the discourse conditions which support effective teaching. Starting from the general assumption that all talk implies negotiation of meaning my talk will focus on the activity of explaining during school lessons. After putting explaining in the context of a potential repertoire of academic discourse functions, I will argue its special and central status as a cornerstone of 'good teaching'. Drawing on examples from real CLIL lessons at secondary and tertiary level, we will then explore the activity of explaining in greater detail, looking at how it is embedded in the flow of classroom talk, how it might be modelled and how it is internally structured. Connections between explanations in the spoken and in the written mode will also be discussed

Does board independence influence financial performance in IPO firms? The moderating role of the national business system

Prior evidence suggests that board independence may enhance financial performance, but this relationship has been tested almost exclusively for Anglo-American countries. To explore the boundary conditions of this prominent governance mechanism, we examine the impact of the formal and information institutions of 18 national business systems on the board independence-financial performance relationship. Our results show that while the direct effect of independence is weak, national-level institutions significantly moderate the independence-performance relationship. Our findings suggest that the efficacy of board structures is likely to be contingent on the specific national context, but the type of legal system is insignificant

‘British is professional, American is urban’: attitudes towards English reference accents in Spain

The spread and diversification of English worldwide challenges the use of reference accents in EFL classrooms. Yet, learners often demonstrate greater recognition of, familiarity with and preference for inner-circle varieties of English speech, especially Received Pronunciation (RP) and General American (GenAm). This article investigates the attitudes of 71 university students in Spain towards these speech varieties. Using the verbal guise technique, it measures cognitive, affective and conative responses to speech stimuli. Qualitative comments, collected using questionnaires and interviews, help to interpret these evaluative responses. The findings suggest a desire to emulate RP, often associated with status and prestige, though greater solidarity and stronger affiliative feelings towards GenAm speakers. They highlight the complexity and dynamism of the language attitudes of EFL learners in the Spanish context

The measurement of bilingual abilities: central challenges

In this handbook chapter I analyse the concept of bilingual abilities. Bilinguals vary widely in what they can do with their languages or in the ways in which they use their languages on a daily basis. This means that there is a great deal of variability in what the term covers. While many researchers subscribe to the holistic view of bilingualism, in the academic literature bilinguals are still often described in negative terms as having a "deficit" in one or another subsystem of their languages. The key aim of this chapter is to identify what makes individuals with bilingual abilities unique speaker-hearers in their own right, avoiding the fractional view of bilingualism, and how these abilities can be measured