An Approach to Integration: The Integration of Language and Content to Promote L2 Learner Autonomy at the College Level (Un Acercamiento a la Integración: El Aprendizaje Integrado de Lengua y Contenidos para Promover la Autonomía del Estudiante de Lengua Extranjera en la Universidad)

Autor/inn/en	Oliva Parera, Pablo M.; Núñez Delgado, María Pilar
Titel	An Approach to Integration: The Integration of Language and Content to Promote L2 Learner Autonomy at the College Level (Un Acercamiento a la Integración: El Aprendizaje Integrado de Lengua y Contenidos para Promover la Autonomía del Estudiante de Lengua Extranjera en la Universidad)
Quelle	In: GIST Education and Learning Research Journal, (2015) 10, S.92-112 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Second Language Learning; Second Language Instruction; Control Groups; Experimental Groups; Career Choice; Personal Autonomy; Spanish; Course Content; Teaching Methods; Language of Instruction; Masters Degrees; Textbooks; Metacognition; Portfolios (Background Materials); Foreign Countries; Pretests Posttests; Surveys; Student Attitudes; English; Native Language; Graduate Students; Action Research; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Individuelle Autonomie; Spanisch; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Textbook; Text book; Schulbuch; Lehrbuch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Survey; Umfrage; Befragung; Schülerverhalten; English language; Englisch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Projektforschung; Spanien
Abstract	This article reports the preliminary findings of an action research on the effects of autonomy on a group of university students at the post-graduate level taking their first Spanish course through the Content and Language Learning (CLIL) methodology. The participants, whose Spanish was at the low/mid intermediate level (ACTFL, 2012), were exposed to content related to their Masters' degrees at a university in the United States. The sample consisted of 13 students in the experimental group and 14 in the control group. Results showed that students in the experimental group who followed a CLIL class experienced more autonomy than students in the control group who followed a more traditional class with a textbook. Pedagogical implications reflect advantages of planning curriculum according to the students' interests and career objectives. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Second Floor, Bogata, Columbia. Tel: +571-2811777 Ext 1291; e-mail:gist@unica.edu.co; Web site: http://www.publicacionesunica.com/gist/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01