{"id":130,"date":"2016-07-30T20:25:54","date_gmt":"2016-07-30T18:25:54","guid":{"rendered":"https:\/\/webs.uab.cat\/led\/dale-apecs\/"},"modified":"2016-07-30T20:25:54","modified_gmt":"2016-07-30T18:25:54","slug":"dale-apecs","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/led\/dale-apecs\/","title":{"rendered":"DALE-APECS"},"content":{"rendered":"

ACADEMIC DISCOURSE IN A FOREIGN LANGUAGE: LEARNING AND ASSESMENT OF SCIENCE CONTENT IN THE MULTILINGUAL CLIL CLASSROOM  (<\/strong>DALE-APECS)<\/strong><\/p>\n

(R+D+i project funded by the MICINN. Ref. EDU2010-15783)<\/span><\/p>\n

ABSTRACT<\/strong><\/p>\n

DALE-APECS seeks to gain understanding of how the integrated acquisition of scientific and communicative competences in a foreign language is instantiated in Content and Language Learning (CLIL) classrooms (i.e. learning Science in English as a foreign language). Integration is the greatest challenge for current research on pedagogical proposals concerning CLIL due to the fact that the abundant studies conducted on the CLIL approach published over the last few years in Europe either dissociate language learning from content subject learning, or focus exclusively on the former.
The aim of this multidisciplinary research designed by an interdisciplinary team is to identify the characteristics of integrative instances and of those of the contexts which foster their occurrence, by means of a dialogic approach to data which incorporates the contributions of applied linguistics to language learning or didactics of language, and those of the didactics of science.
Likewise, the characterization of instances of successful integration will allow for the identification of indicators of quality practice in CLIL classroom, and the construction of a theoretical model of teaching and evaluation practices, and the subsequent production of evaluation instruments specifically adapted to the distinctive communicative characteristics of CLIL environments.
The discussions among specialists coming from relatively distant epistemological traditions (didactics of language and of science) and from different professional backgrounds (researchers and practitioners) will call for the coconstruction of methodological procedures to articulate and preserve the different voices of the participants. This modus operandi is, as well, an expected outcome of the project.
The outcomes of this work will render valuable information to inform classroom practice, teacher-education programmes and educational policies regarding the generalization of active plurilingualism.<\/p>\n

DISCURSO ACAD\u00c9MICO EN LENGUA EXTRANJERA: APRENDIZAJE Y EVALUACION DE CONTENIDOS CIENT\u00cdFICOS EN EL AULA MULTILING\u00dcE  (<\/strong>DALE-APECS)<\/strong><\/strong><\/strong><\/p>\n

(Proyecto I+D+i financiado por el MICINN. Ref. EDU2010-15783)<\/span><\/p>\n

RESUMEN<\/strong><\/p>\n

DALE-APECS -Ministeri de Ci\u00e8ncia i Innovaci\u00f3. EDU2010-15783 (subprograma EDUC)- aspira a mejorar Ia comprensi\u00f3n sobre Ia forma en que Ia adquisici\u00f3n integrada de competencias cient\u00edficas y comunicativas en una lengua extranjera se sustancia en las aulas de Aprendizaje lntegrado de Contenidos y Lengua o AICLE (por ejemplo, aulas de ciencias en ingl\u00e9s como lengua vehicular). Este inter\u00e9s viene justificado dado que Ia integraci\u00f3n se presenta en Ia actualidad como el reto m\u00e1s importante que afronta Ia investigaci\u00f3n sobre las propuestas pedag\u00f3gicas de Aprendizaje lntegrado de Contenidos y Lengua (AICLE). No en vano, los numerosos estudios que sobre enfoques AICLE han surgido en los \u00faltimos cinco a\u00f1os en toda Europa disocian los aprendizajes ling\u00fc\u00edsticos de los disciplinares, o tienen exclusivamente en cuenta los primeros.<\/p>\n

En esta investigaci\u00f3n multidisciplinar nos proponemos identificar las caracter\u00edsticas propias de las secuencias discursivas integradoras y de los contextos que favorecen Ia aparici\u00f3n de dichas secuencias, desde una perspectiva dial\u00f3gica que incorpore las aportaciones de Ia ling\u00fc\u00edstica aplicada al aprendizaje de lenguas o did\u00e1ctica de Ia lengua, y las aportaciones que sobre el discurso cient\u00edfico escolar se han formulado desde el \u00e1mbito de Ia did\u00e1ctica de las ciencias.<\/p>\n

Asimismo, Ia caracterizaci\u00f3n de las secuencias de integraci\u00f3n exitosa permitir\u00e1 Ia identificaci\u00f3n de indicadores de pr\u00e1cticas de calidad, Ia formulaci\u00f3n de un modelo te\u00f3rico sobre Ia practica de Ia ense\u00f1anza y evaluaci\u00f3n, y Ia ulterior elaboraci\u00f3n de instrumentos de evaluaci\u00f3n espec\u00edficamente adaptados a las especiales caracter\u00edsticas de los entornos CLIL.<\/p>\n

La discusi\u00f3n entre especialistas procedentes de tradiciones epistemol\u00f3gicas relativamente distantes (did\u00e1ctica de Ia lengua y did\u00e1ctica de Ia ciencia), y de colectivos profesionales diferentes (investigadores universitarios y profesorado de aula) precisar\u00e1 de Ia co-construcci\u00f3n de procedimientos metodol\u00f3gicos que permitan articular y preservar las voces de todos los colectivos participantes. Esta metodolog\u00eda de trabajo es tambi\u00e9n un resultado que se espera del proyecto.<\/p>\n

Los resultados de este trabajo aportaran una informaci\u00f3n valiosa para guiar Ia pr\u00e1ctica docente, los programas de formaci\u00f3n de profesorado y las pol\u00edticas educativas de generalizaci\u00f3n del pluriling\u00fcismo activo.<\/p>\n

 <\/p>\n

OUTCOMES<\/strong><\/p>\n

Publications derived from DALE APECS:<\/strong><\/p>\n

    \n
  1. Canet Pladevall, R. & Evnitskaya, N. (2011). Rethink, Rewrite, Remake or Learning to Teach Science Through English. In Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Pati\u00f1o, A. (eds.), <\/span>AICLE \u2013 CLIL \u2013 EMILE. Educaci\u00f3 pluriling\u00fce: Experiencias, research & pol\u00edtiques<\/em>, pp. 167-177. Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona. ISBN 978-84-490-2678-2.<\/span><\/li>\n
  2. Eixarch Dom\u00e8nech, E. (2011). Avaluaci\u00f3 i aprenentatge en espais innovadors AICLE. <\/span>Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4 (2), pp. 1-16.<\/span><\/li>\n
  3. Eixarch Dom\u00e8nech, E. & Pel\u00e1ez, N. (2012). CLIL vs. Content-Rich Language Learning. What exactly am I doing here? Proceedings APAC-ELT Convention 2012. n.75, October 2012.<\/span><\/li>\n
  4. Escobar Urmeneta, C.  (2011). Colaboraci\u00f3n interdisciplinar, Partenariado y Centros de Formaci\u00f3n Docente: Tres ejes para sustentar la formaci\u00f3n del profesorado AICLE. In: Escobar Urmeneta & Nussbaum (Eds). Aprendre en una altra llengua \/ Learning through another language \/ Aprender en otra lengua.  Servei de publicacions de la UAB, pp. 203-230. ISBN 978-84-490-2677-5.<\/span><\/li>\n
  5. Escobar Urmeneta, C. (2011). Learning English in Content-Rich Classrooms. Foreword. In Learning English in Content-Rich Classrooms. [CD-ROM] CLIL-SI, Bellaterra (Barcelona).<\/span><\/li>\n
  6. Escobar Urmeneta, C. (2012).  Content-Rich Language Learning in Context-Rich Classrooms. In APAC 74: 39-47.<\/span><\/li>\n
  7. Escobar Urmeneta, C. (2013). Learning to become a CLIL teacher: teaching, reflection and professional development. <\/span>International Journal of Bilingual Education and Bilingualism<\/em>, ISSN 1747-7522.<\/span>16<\/em>(3), 334-353.<\/span><\/li>\n
  8. Escobar Urmeneta, C. & Evnitskaya, N. (2011). \u2018La correcci\u00f3n de ejercicios es una buena ocasi\u00f3n para aprender ciencias e ingl\u00e9s. True or false? Conversaciones de clase exitosas en contextos \u2018AICLE\u2019\u2019. In M.P. N\u00fa\u00f1ez Delgado & J. Rienda (coords.), <\/span>La investigaci\u00f3n en did\u00e1ctica del a legua y la literatura: Situaci\u00f3n actual y perspectivas de futuro<\/em>. Proceedings of the <\/span>XII SEDLL International Conference<\/em> (31 November-2 December, 2011). Granada: SEDLL. CD-Rom. ISBN 978-84-96677-54-8.<\/span><\/li>\n
  9. Escobar Urmeneta, C., & Evnitskaya, N. (2013). Affording Students Opportunities for the Integrated Learning of Content and Language. A Contrastive Study on Classroom Interactional Strategies Deployed by Two CLIL Teachers. <\/span>Teaching Languages in a Multilingual Context: the Catalan case. Multilingual Matters<\/em>. ISSN 0212-4521. pp-159-183. <\/span><\/li>\n
  10. Escobar Urmeneta, C. and Evnitskaya, N. (forthcoming). \u2018Do you know Actimel?\u2019 The Adaptive Nature of Dialogic Teacher-led Discussions in the CLIL Science classroom: a Case Study. To appear in: Dalton Puffer, C. & Nikula T. (eds.) <\/span>Language Learning Journal. Monograph on CLIL<\/em>. ISSN 1467-9922.<\/span><\/li>\n
  11. Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Pati\u00f1o Santos, A. (eds.) (2011). <\/span>AICLE \u2013 CLIL \u2013 EMILE. Educaci\u00f3 pluriling\u00fce: Experiencias, research & pol\u00edtiques<\/em>. Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona. ISBN 978-84-490-2678-2. <\/span><\/li>\n
  12. Escobar Urmeneta, C. & Nussbaum Capdevila, L. (eds.) (2011). Aprendre en una altra llengua \/ Learning through another language \/ Aprender en otra lengua. Bellaterra: Servei de publicacions de la UAB. ISBN 978-84-490-2677-5.<\/span><\/li>\n
  13. Evnitskaya, N. & Morton T. (2011). \u2018Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice\u2019. <\/span>Language and Education.<\/em> ISSN 1747-7581. 25 (2), pp. 109-127.<\/span><\/li>\n
  14. Evnitskaya, N. (2012). \u2018\u00bfPermanecer en silencio supone no participar en la interacci\u00f3n en el aula de segunda lengua?\u2019 Paper presented at the <\/span>XXX AESLA International Conference: Applied Linguistics in the Age of Globalization<\/em>. Universitat de Lleida (Lleida, Spain): 19-21 April, 2012.<\/span><\/li>\n
  15. Evnitskaya, N. (2012). Conversation Analysis for Second Language Acquisition and beyond: An interview with Numa P. Markee. <\/span>Bellaterra Journal of Teaching & Learning Language & Literature<\/em>, ISSN 2013-6196. 5(3), 57-65.<\/span><\/li>\n
  16. Fuentes Arjona, M.A. & Hern\u00e1ndez. E. (2011). From \u201cThis is impossible\u201d to \u201cI will make the standard higher\u201d: A close look at interaction in the CLIL classroom. <\/span>Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4 (2), pp. 17-36.<\/span><\/li>\n
  17. Fuentes Arjona, M.A. (2013). Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test. <\/span>Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 6 (4), pp. 54-73.<\/span><\/li>\n
  18. Fuentes, M.A. (2013). What do students talk about? The relevance of content-focused and non-content-focused talk types within peer-interaction CLIL tasks. <\/span>Revista de Lengua para Fines Espec\u00edficos. <\/em>ISSN 1133-1127, 19, pp. 80-108. <\/span><\/li>\n
  19. Horrillo Godino, Z. (2011). \u00bfRealizan los alumnos las tareas de intercambio oral de informaci\u00f3n en el aula AICLE? <\/span>Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4 (2), pp. 71-95.<\/span><\/li>\n
  20. Horrillo Godino, Z. (2011). Formaci\u00f3n del profesorado en el enfoque AICLE: apreciaciones informadas de la did\u00e1ctica de las materias en las que el otro es experto. Un estudio de caso. In Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Pati\u00f1o, A. (eds.), <\/span>AICLE \u2013 CLIL \u2013 EMILE. Educaci\u00f3 pluriling\u00fce: Experiencias, research & pol\u00edtiques<\/em>, pp. 41-56. Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona. ISBN 978-84-490-2678-2. <\/span><\/li>\n
  21. Moore, E. & Nussbaum Capdevila, L. (2011) Qu\u00e8 aporta l\u2019an\u00e0lisi conversacional a la comprensi\u00f3 de les situacions d\u2019AICLE. A C. Escobar & L. Nussbaum (eds.) Aprendre en una Altra llengua \/ Learning through another language \/ Aprender en otra lengua. Bellaterra: Servei de publicacions de la UAB. ISBN 978-84-490-2678-2. <\/span><\/li>\n
  22. Moore, E. & Nussbaum Capdevila, L. (2013). Building a multilingual university in institutional policies and everyday practices.<\/span> Multilingual Encounters in Europe\u2019s Institutional Space<\/em>s, ISSN 0212-4521. Eds. Unger, J. W., Krzy\u017canowski, M.,Wodak, R. (London: Continuum), 243-269.<\/span><\/li>\n
  23. Moore, E. & Pati\u00f1o-Santos, A. (forthcoming): Plurilingual resources for \u2018welcoming\u2019 at a university service for international students. In: Cots, J. M, Garret, P, Llurda, E. (eds.) <\/span>Journal of Multilingual and Multicultural Development<\/em>. ISSN 1747-7557.<\/span><\/li>\n
  24. Moore, E. (forthcoming):  Constructing content and language knowledge in plurilingual student teamwork: situated and longitudinal perspectives. <\/span>International Journal of Bilingual Education and Bilingualism<\/em>. ISSN 1747-7522. Impact factor: 0.712 (JCR Education and Educational Research Q2, Linguistics Q2)<\/span><\/li>\n
  25. Moore, E., Borr\u00e0s Riba, E., & Nussbaum Capdevila, L. (2013): Plurilingual resources in lingua franca talk: An interactionist perspective. Haberland, H., L\u00f8nsmann, D. & Preisler, B. (eds.) Language Alternation, Language Choice and Language Encounter in International Tertiary Education, ISBN 978-94-007-6476-7. (Dordrecht: Springer), 53 \u2013 84.<\/span><\/li>\n
  26. Moore, E., Nussbaum Capdevila, L., Borr\u00e0s Riba, E. (2013): Plurilingual teaching and learning practices in \u2018internationalised\u2019 university lectures.<\/span> International Journal of Bilingual Education and Bilingualism<\/em>, ISSN 1747-7522. 16 (4), 471-493.<\/span><\/li>\n
  27. Pallar\u00e9s Monge, O. (2011). Cr\u00f2nica d\u2019un projecte d\u2019educaci\u00f3 pluriling\u00fce: Un estudi de cas. <\/span>Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4 (2), pp. 57-70.<\/span><\/li>\n
  28. Ramos de Robles, S. & Espinet Blanch, M. (2013). Una propuesta fundamentada para analizar la interacci\u00f3n de contextos AICLE en la formaci\u00f3n inicial del profesorado de ciencias. <\/span>Ense\u00f1anza de las ciencias: revista de investigaci\u00f3n y experiencias did\u00e1cticas<\/em>, ISSN 0212-4521, Vol. 31, N\u00ba 3, 27-48.<\/span><\/li>\n
  29. Salaberri Ramiro, S. & S\u00e1nchez P\u00e9rez, M. (2013). CLIL Lesson Planning in Primary Education: a case study. TESOL-SPAIN E-newsletter. Vol. 36\/1.<\/span><\/li>\n
  30. Simon Auerbach, J. (2011). No s\u00e9 qu\u00e9 day: Code-switching and code-mixing in a plurilingual family living in Catalonia. <\/span>Bellaterra Journal of Teaching & Learning Language & Literature<\/em>, ISSN 2013-6196. Vol 4, (4), pp. 72-93. .<\/span><\/li>\n
  31. Simon Auerbach, J. (2012). A community of Readers: Establishing an Extensive Reading Community of Practice. Proceedings APAC-ELT Convention 2012. n.75, October 2012. .<\/span><\/li>\n
  32. Simon Auerbach, J. (2013). Energy resources: a teacher-student image based interaction experience in a clil classrrom. In: Llanes, A., Astrid, L., Gallego, L. & Mateu, R. (eds.) <\/span> Applied Linguistics in the Age of Globalization<\/em>. ISSN 1870-4069. pp. 216-224. Lleida: Edicions de la Universitat de Lleida.<\/span><\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

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