CLIL & INFORMAL DIGITAL EDUCATION: LEARNING CONTENTS AND LANGUAGE THROUGH STREAMING PLATFORMS
Abstract
This research concentrates on the importance that digital technologies and their use in informal contexts in the process of learning of English as a communication vehicle and non-linguistic disciplines. This study aims to analyze this spontaneous learning produced by platforms usually utilized by pupils, i.e., to examine the impact that online platforms produce among students regarding the learning of the foreign language concurrently with content learning. Thus, teenagers from 12 to 16 years old who are currently studying Secondary Education have been selected. These students belong to the Content and Language Integrated Learning (CLIL) programme. The policy instrument employed was a survey in which pupils shall reflect on how these mediums have contributed simultaneously to the ESL and content learning in this non- formal context. This investigation will contribute to connect formal and informal education, study those aspects which are mainly potentiated when pupils are not at school (in an attempt to introduce them in class and eventually motivate students) and make pupils reflect on their own process of learning.
Keywords: CLIL, ICT, informal education, Secondary Education.
References
Alwehaibi, H. O. (2015). The impact of using Youtube in EFL classroom on enhancing EFL students' content learning. Journal of College Teaching & Learning (TLC), 12(2), pp. 121-126.
Banks, J., Au, K., Ball, A., Bell, P., Gordon, E., Gutierrez, K., Heath, S., et al. (2007). Learning in and out of school in diverse environments (Consensus Report). Learning in Informal and Formal Environment (LIFE) Center. Retrieved from http://www.life-slc.org/knowledge-base/report-learning-in-and-out-of-school-in-diverse-environments
Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology, 19(3), pp. 88-105.
Brook, J. (2011). The affordances of YouTube for language learning and teaching. Hawaii Pacific University TESOL Working Paper Series, 9(1), pp. 37- 52.
Dizon, G. (2018). Netflix and L2 learning: A case study. The EuroCALL Review, 26(2), pp. 30-40.
Cinganotto, L., & Cuccurullo, D. (2016). Open Educational Resources, ICT and Virtual Communities for Content and Language Integrated Learning. Teaching English with Technology, 16(4), pp. 3-11.
Council of the European Union. (2012). Council Recommendation of 20th December 2012 on the validation of non-formal and informal Learning. Official Journal of the European Union, 398(1), pp. 1–6.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of science education and technology, 16(2), pp. 171-190.
Fleck, B. K., Beckman, L. M., Sterns, J. L., & Hussey, H. D. (2014). YouTube in the classroom: Helpful tips and student perceptions. Journal of Effective Teaching, 14(3), pp. 21-37.
Frumuselu, A. D., De Maeyer, S., Donche, V., & Plana, M. D. M. G. C. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32, pp. 107-117.
Greenfield, P. M. (2009). Technology and informal education: What is taught, what is learned. Science, 323(5910), pp. 69-71.
Jakonen, T. (2014). Building Bridges - How secondary school pupils bring their informal learning experiences into a Content and Language Integrated (CLIL) classroom. APPLES : journal of applied language studies, 8 (1), pp. 7-28.
Julian Sefton-Green. Literature Review in Informal Learning with Technology Outside School.Report 7, Futurelab Series. Retrieved from: www.futurelab.org.uk/research/lit_reviews.htm.
Martín, M. J. F. (2008). CLIL implementation in Spain: An approach to different models. In Coonan, CM (ed.), CLIL e l'apprendimento delle lingue. Le sfide del nuovo ambiente di apprendimento, Venezia, settembre 2008. Venezia: Libreria Editrice Cafoscarina, 2008, pp. 221-232. Venezia, Libreria Editrice Cafoscarina.
Marsh, D. (ed.) 2002. CLIL/EMILE the European Dimension. University of Jyväskyla.
Marsh, D.; Mehisto, P.; Wolff, D.; Frigols, M.J. (2010). The European Framework for CLIL Teacher Education. Graz: European Centre for Modern Languages.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. En R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 31- 48). New York: Cambridge University Press.
García-Peñalvo, F. J. G. (2005). Estado actual de los sistemas e-learning. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 6(2).
Salvadori , I. (2017). Learning Paths for Italian Primary School English Language Teachers: CLIL using ICT. In Capperucci, D. & Guerin, E. (Eds.), Innovative European Approaches for In-service and Pre-service English Language Teachers in Primary Education, pp. 123-149. Edizioni ETS.
Trilla, J., & i Marfull, A. S. (1986). La educación informal. Promociones Publicaciones Universitarias.
Wojtowicz, L., Stansfield, M., Connolly, T., & Hainey, T. (2011, October). The impact of ICT and games based learning on content and language integrated learning. In Proceedings of the 4th International Conference:“ICT for Language Learning", 4th Edition (p. 1-7).
Available at: http://conference.pixel-online.net/ICT4LL2011/conferenceproceedings.php
Downloads
Published
How to Cite
Issue
Section
License
Declaration/Copyright transfer:
1. In consideration of the undertaking set out in paragraph 2, and upon acceptance by ANGLISTICUM for publication of the manuscript in the Journal, I/We hereby assign and transfer publication rights to ANGLISTICUM, whereas I/We retain the copyright for the manuscript. This assignment provides ANGLISTICUM the sole right and responsibility to publish the manuscript in its printed and online version, and/or in other media formats.
2. In consideration of this assignment, ANGLISTICUM hereby undertakes to prepare and publish the manuscript in the Journal, subject only to its right to refuse publication if there is a breach of the Author’s warranty in paragraph 4 or if there are other reasonable grounds.
3. Editors and the editorial board of ANGLISTICUM are empowered to make such editorial changes as may be necessary to make the Manuscript suitable for publication.
4. I/We hereby acknowledge that: (a) The manuscript submitted is an original work and that I/We participated in the work substantively and thus I/We hereby are prepared to take public responsibility for the work; (b) I/We hereby have seen and approved the manuscript as submitted and that the manuscript has not either been published, submitted or considered for publication elsewhere; (c) The text, illustration, and any other materials included in the manuscript do not infringe upon any existing copyright or other rights of anyone.
5. I/We hereby indemnify ANGLISTICUM and the respective Editors of the Journal as mentioned in paragraph 3, and hold them harmless from any loss, expense or damage occasioned by a claim or suit by a third party for copyright infringement, or any suit arising out of any breach of the foregoing warranties as a result of publication of the manuscript.