Advertisement

Web Frameworks for Content and Language Integrated Learning in Primary School

  • Luca Andrea Ludovico
  • Claudia Zambelli
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10013)

Abstract

This paper proposes the adoption of Web technologies in order to bring the approach known as Content and Language Integrated Learning (CLIL) into primary school. CLIL is a form of language immersion where the learners’ foreign language represents the medium for classroom instruction regarding other school subjects. The idea is to design and implement ad hoc Web interfaces oriented to bi- and multi-lingualism. In this context, we will propose two educational environments: the first one uses standard Web technologies such as HTML5 and JavaScript, whereas the second one adopts in addition IEEE 1599, a format originally designed for the representation and synchronization of music and media contents, whose multi-layer structure – suitably adapted – can foster abilities and reinforcement techniques typical of CLIL.

Keywords

Foreign Language Music Piece Audio Track Music Event Music Symbol 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. 1.
    Agolli, R.: A penetrating content and language integrated learning (CLIL) praxis in Italian mainstream education: stemming novelties and visions. Res. Pap. Lang. Teach. Learn. 4(1), 138 (2013)Google Scholar
  2. 2.
    Baggi, D.L., Haus, G.M.: Music Navigation with Symbols and Layers: Toward Content Browsing with IEEE 1599 XML Encoding. John Wiley & Sons, Hoboken (2013)CrossRefGoogle Scholar
  3. 3.
    Bloom, B.S.: Taxonomy of Educational Objectives. David McKay 356, 1998–1999, New York (1956)Google Scholar
  4. 4.
    Coonan, C.M.: Insider views of the CLIL class through teacher self-observation-introspection. Int. J. Bilingual Educ. Bilingualism 10(5), 625–646 (2007)Google Scholar
  5. 5.
    Costa, F., Coleman, J.A.: A survey of English-medium instruction in Italian higher education. Int. J. Bilingual Educ. Bilingualism 16(1), 3–19 (2013)CrossRefGoogle Scholar
  6. 6.
    Costa, F., Coleman, J.: Integrating content and language in higher education in Italy. Ongoing research. Int. CLIL Res. J. 2010(3), 19–29 (2010)Google Scholar
  7. 7.
    Coyle, D.: Relevance of CLIL to the European Commission’s language learning objectives 2002. CLIL/EMILE the European Dimension, UniCOM, Finland (2002)Google Scholar
  8. 8.
    Coyle, D., Hood, P., Marsh, D.: Content and Language Integrated Learning. Ernst Klett Sprachen, Stuttgart (2010)Google Scholar
  9. 9.
    Cummins, J.: BICS and CALP: empirical and theoretical status of the distinction. In: Hornberger, N.H. (ed.) Encyclopedia of Language and Education, pp. 487–499. Springer, US (2008)CrossRefGoogle Scholar
  10. 10.
    Dafouz, E.: CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts. Richmond Publishing, Richmond (2009)Google Scholar
  11. 11.
    Dewey, J.: Art as Experience. Penguin, New York (2005)Google Scholar
  12. 12.
    Directorate-General for Education and Culture: Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice, European Commission (2006)Google Scholar
  13. 13.
    Druin, A., Solomon, C.: Designing Multimedia Environments for Children: Computers, Creativity, and Kids. ERIC (1996)Google Scholar
  14. 14.
    Esteban, S.G.: Soft CLIL in infant education bilingual contexts in Spain. Int. J. Lang. Appl. Linguist. 1, 30–36 (2015)Google Scholar
  15. 15.
    Gardner, H.: Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York (2011)Google Scholar
  16. 16.
    Glušac, T.: CLIL and one-to-one classes. Content and Language Integrated Learning (CLIL) in Teaching English to Young Learners, p. 63 (2012)Google Scholar
  17. 17.
    Gonzalez, R., Cranitch, G., Jo, J.: Academic directions of multimedia education. Commun. ACM 43(1), 89–95 (2000)CrossRefGoogle Scholar
  18. 18.
    Haces Tamés, B.: Nursery rhymes for content and language integrated learning in preschool education. Master’s thesis, Facultad de Formación del Profesorado y Educación, Universidad de Oviedo (2015)Google Scholar
  19. 19.
    Haus, G., Longari, M.: A multi-layered, time-based music description approach based on XML. Comput. Music J. 29(1), 70–85 (2005)CrossRefGoogle Scholar
  20. 20.
    Krashen, S.: Principles and Practice in Second Language Acquisition. Oxford Pergamon, Oxford (1982)Google Scholar
  21. 21.
    Krashen, S.D.: The Input Hypothesis: Issues and Implications. Addison-Wesley Longman Ltd, England (1985)Google Scholar
  22. 22.
    Llinares, A., Whittaker, R.: Linguistic analysis of secondary school students’ oral and written production in CLIL contexts: studying social science in English. Current Research on CLIL, p. 28 (2006)Google Scholar
  23. 23.
    Ludovico, L.A., Zambelli, C.: Towards a music-based framework for content and language integrated learning in preschool. In: Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016), pp. 75–84. SciTePress - Science and Technology Publications (2016)Google Scholar
  24. 24.
    Mehisto, P., Marsh, D., Frigols, M.J.: Uncovering CLIL. Macmillan Publishers Limited, China (2008)Google Scholar
  25. 25.
    Pinner, R.: Authenticity of purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL J. 15(4), 137–158 (2013)Google Scholar
  26. 26.
    Sakurai, S.: Bilingual education in primary school: aspects of immersion, CLIL, and bilingual modules. Lang. Educ. 29(1), 83–85 (2015)CrossRefGoogle Scholar
  27. 27.
    Saladrigues, G., Llanes, À.: Examining the impact of amount of exposure on l2 development with CLIL and non-CLIL teenage students. Sintagma: revista de lingüística 26, 133–147 (2014)Google Scholar
  28. 28.
    Sokół, M.: Helping preschool and primary school children to develop phonemic awareness and bilingual literacy skills in the light of SLA theories. Master’s thesis, Institute of Iberian and Ibero-American Studies and College of English Language Teacher Education, Warsaw University (2015)Google Scholar
  29. 29.
    Steyn, J.: Framework for a music markup language. In: Proceeding of the First International IEEE Conference on Musical Application using XML (MAX 2002), pp. 22–29 (2002)Google Scholar
  30. 30.
    Strotmann, B., Bamond, V., Lopez-Lago, J.M., Bailen, M., Bonilla, S., Montesinos, F.: Improving bilingual higher education: training university professors in content and language integrated learning. High. Learn. Res. Commun. 4(1), 91–97 (2014)CrossRefGoogle Scholar
  31. 31.
    Whittaker, R., Llinares, A., McCabe, A.: Written discourse development in CLIL at secondary school. Lang. Teach. Res. 15(3), 343–362 (2011)Google Scholar
  32. 32.
    Wolff, D.: Integrating language and content in the language classroom: are transfer of knowledge and of language ensured? ASp la revue du GERAS 41–42, 35–46 (2003)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.Dipartimento di InformaticaUniversità degli Studi di MilanoMilanoItaly
  2. 2.Università degli Studi di Milano-BicoccaMilanoItaly

Personalised recommendations