Search results for " integrated"
showing 10 items of 307 documents
Quantile Regression Coefficients Modeling: a Penalized Approach
2018
Modeling quantile regression coefficients functions permits describing the coefficients of a quantile regression model as parametric functions of the order of the quantile. This approach has numerous advantages over standard quantile regression, in which different quantiles are estimated one at the time: it facilitates estimation and inference, improves the interpretation of the results, and is statistically efficient. On the other hand, it poses new challenges in terms of model selection. We describe a penalized approach that can be used to identify a parsimonious model that can fit the data well. We describe the method, and analyze the dataset that motivated the present paper. The propose…
Approccio “Life Cycle Thinking” applicato alla riparazione di una scuola danneggiata dal terremoto dell’Italia centrale
2017
L’adeguamento sismico ed il miglioramento energetico delle strutture sono diventati al giorno d’oggi una priorità. Buona parte del patrimonio edilizio esistente si trova in stato di grande obsolescenza strutturale, architettonica ed energetica. Oltre alla prevenzione, tuttavia, un aspetto molto importante riguarda la riparazione e riqualificazione degli edifici resi inagibili dagli eventi sismici recentemente accaduti nel territorio nazionale. In modo particolare, nel presente articolo verrà preso in considerazione un edificio del plesso scolastico sito nel Comune di Pievebovigliana, provincia di Macerata, danneggiato dai terremoti che hanno colpito l’Italia centrale il 24.08.2016 e il 30.1…
Efficacy of screen recording in the other-revision of translations: episodic memory and event models
2014
In a 2011 study, Angelone compared the self-revision results of graduate German translation students. Participants documented their original translations using Integrated Problem and Decision Reporting (IPDR) logs (Gile 2004), think-aloud protocols and screen recordings. They then used this documentation to assist self-revision of their translations. Angelone found a significant improvement in error detection overall and in each of six discrete error categories when participants used screen recordings to assist their self-revision. We sought to partially replicate Angelone’s findings concerning the efficacy of screen recording in translation revision. Instead of focusing on self-revision, w…
English as an object and tool of study in classrooms: Interactional effects and pragmatic implications
2005
Abstract This paper analyses classroom discourse in Finnish EFL classrooms where English is the object of study and content-based (Content and Language Integrated Learning (CLIL)) classrooms where non-language subjects are taught in English. The students in both groups are Finnish teenagers. Approaching the data from a discourse-pragmatic perspective, the paper investigates how these two settings compare with each other in terms of local practices of using English. In particular, attention is paid to how both choices between English and Finnish and ways of using English reflect the way participants perceive and construct their social relationships in the classrooms. The findings show differ…
CLIL classroom discourse
2013
Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. T…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
2015
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve their subject learning when compared to learners learning in L1. However, more recent studies have raised challenging questions concerning academic language competence which indicate that CLIL instruction may not be reaching its full potential. Unrave…
Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges
2012
The present study investigates differentiation in Content and Language Integrated Learning (CLIL) in Finland. Specifically, this combination of a qualitative case study and quantitative survey examines (1) primary teachers’ perceptions of differentiation, (2) the differentiation methods specific to CLIL education the teachers use and (3) the challenges of differentiation they identify. The qualitative phase was conducted in a school which offers CLIL education also to pupils with special needs following the principles of inclusive education. The results revealed that the teachers (n = 51) perceived differentiation in somewhat different ways. In general, the teachers differentiated their CLI…
Reforming the national core curriculum for bilingual education in Finland
2016
This article explores the discourses surrounding the act of writing Section 10 Bilingual education in the new Finnish national core curriculum, which will be implemented in 2016. This section will set the parameters for programs that integrate language and content learning, where a minimum of two languages are used for instruction in content subjects. The main research questions discussed in this article are how and why certain discourses are expressed, or left unexpressed, in the final draft version of the curriculum. The data for qualitative analysis consists of participatory observations and minutes of meetings in the working group assembled for writing the draft.
Speaking English in Finnish content-based classrooms
2007
: CLIL (Content and Language Integrated Learning) is a term widely used in Europe to refer to different forms of content based education, often conducted in English. Earlier research on CLIL has tended to focus on matters of language learning or content mastery rather than on details of classroom interaction. This paper investigates how English is used in Finnish biology and physics CLIL classrooms. Classrooms are approached from a discourse-pragmatic perspective which involves close attention to social and interpersonal aspects of language use as it unfolds in authentic settings. The findings suggest that CLIL students claim ownership of English by the way they confidently use it as a res…
Content and language integrated learning
2014
This special issue of The Language Learning Journal is devoted to Content and Language Integrated Learning, frequently referred to by its acronym CLIL in Europe, but also elsewhere of late. CLIL is...