Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach
Abstract This action research consists of articulating the RSI scanning, visualization, and prior knowledge as part of reading skill along with the CLIL approach with the aim to help third graders in the understanding of Science contents in EFL as target language. This is a qualitative study in whic...
- Autores:
-
Blanco Villarreal, Claudia Liliana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/52390
- Acceso en línea:
- http://hdl.handle.net/11634/52390
- Palabra clave:
- EFL
Lenguas Extranjeras Inglés
Aprendizaje-inglés
Enseñanza-Aprendizaje
Conocimiento
Promoción de la lectura
Alumnos
RSI
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach |
| title |
Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach |
| spellingShingle |
Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach EFL Lenguas Extranjeras Inglés Aprendizaje-inglés Enseñanza-Aprendizaje Conocimiento Promoción de la lectura Alumnos RSI |
| title_short |
Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach |
| title_full |
Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach |
| title_fullStr |
Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach |
| title_full_unstemmed |
Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach |
| title_sort |
Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach |
| dc.creator.fl_str_mv |
Blanco Villarreal, Claudia Liliana |
| dc.contributor.advisor.none.fl_str_mv |
Morales Cortés, Deisy Lorena |
| dc.contributor.author.none.fl_str_mv |
Blanco Villarreal, Claudia Liliana |
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https://scholar.google.com/citations?hl=es&user=X_1q5GIAAAAJ |
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https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000158742 |
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Universidad Santo Tomás |
| dc.subject.keyword.spa.fl_str_mv |
EFL |
| topic |
EFL Lenguas Extranjeras Inglés Aprendizaje-inglés Enseñanza-Aprendizaje Conocimiento Promoción de la lectura Alumnos RSI |
| dc.subject.lemb.spa.fl_str_mv |
Lenguas Extranjeras Inglés Aprendizaje-inglés Enseñanza-Aprendizaje Conocimiento Promoción de la lectura Alumnos |
| dc.subject.proposal.spa.fl_str_mv |
RSI |
| description |
Abstract This action research consists of articulating the RSI scanning, visualization, and prior knowledge as part of reading skill along with the CLIL approach with the aim to help third graders in the understanding of Science contents in EFL as target language. This is a qualitative study in which participants are trained in the RSI mentioned before, following a scaffolding and assessment process during the implementation of three lesson plans. Therefore, making a reflection of how each RSI supports the development of lower - order thinking skills such as, remembering, understanding and applying, as well as higher - order thinking skills such as, analyzing, and evaluating which are fundamental in the development of the CLIL approach. Key words: CLIL, Prior knowledge, Scanning, Visualization, Reading skill, EFL. |
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2023 |
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2023-09-26T12:58:38Z |
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2023-09-26T12:58:38Z |
| dc.date.issued.none.fl_str_mv |
2023-09-25 |
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Trabajo de grado |
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info:eu-repo/semantics/acceptedVersion |
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info:eu-repo/semantics/bachelorThesis |
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http://purl.org/coar/resource_type/c_7a1f |
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acceptedVersion |
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Blanco Villarreal, C. L. (2023). Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. |
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http://hdl.handle.net/11634/52390 |
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reponame:Repositorio Institucional Universidad Santo Tomás |
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instname:Universidad Santo Tomás |
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repourl:https://repository.usta.edu.co |
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Blanco Villarreal, C. L. (2023). Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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http://hdl.handle.net/11634/52390 |
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spa |
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spa |
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Alabi, A.T., and Jelili, M.O. (2022). Clarifying Likert scale misconceptions for improved application in urban studies. Quality & Quantity, 57, 1337 – 1350. http://doi.org/10.1007/s11135-022-01415-8 Al-Shdeifat, Z., & Al-Jamal, D. (2023). Visual thinking and reading comprehension: Foreign language setting as an example. International Journal of Educational Methodology, 9(2), 367-385. https://doi.org/10.12973/ijem.9.2.367 Attard-Montalto, S. & Walter, L. (2021). CLIL4U GUIDEBOOK v.2 2021 with Technology-Enhsnced Learning-Clilstore. Co-funded by the Erasmus + Programme of the European Union. Golam, A. M., & Kusakabe, T. (2020). Improving the Efficacy of English Instruction at Qawmi Madrasas (Islamic Seminaries) in Bangladesh, 10 (2), 1-15. https://journals-sagepub-com.crai-ustadigital.usantotomas.edu.co/doi/epub/10.1177/2158244020924049 Gómez, J. L., Palazón, J. L., Castro, J. L., and Gómez, I. M. (2020). International Journal of Bilingual Education and Bilingualism. CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks, 25 (6), 2006 – 2017. https://doi.org/10.1080/13670050.2020.1842323 HAMDOUD, A. (2020). The Incorporation of Action Research into Teacher Education: Perspectives and Challenges (A Case study of teachers and MA students in ENS-Bouzareah). Uluslararası Güncel Eğitim Araştırmaları Dergisi, 6(2), 615-630. Hemmi, C. & Banegas, D. L. (2021). International perspectives on CLIL. Palgrave macmillan. https://link-springer-com.crai-ustadigital.usantotomas.edu.co/content/pdf/10.1007/978-3-030-70095-9.pdfhttps://link-springer-com.crai-ustadigital.usantotomas.edu.co/content/pdf/10.1007/978-3-030-70095-9.pdf Hunziker, Stefan. & Blankenagel, M. (2021). Research Design in Business and Management. Springer Gabler. https://doi.org/10.1007/978-3-658-34357-6 Lemon, L. L., & Hayes, J. (2020). Enhancing trustworthiness of qualitative findings: Using Leximancer for qualitative data analysis triangulation. The Qualitative Report, 25(3), 604-614.| https://core.ac.uk/download/288159890.pdf Lo, Y. Y., and Leung C. (2022). Conceptualizing assessment literacy of teachers in Content and Language Integrated Learning programmes. International Journal of Bilingual Education and Bilingualism, 25 (10), 3816 – 3834. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1080/13670050.2022.2085028 Kuen Tsang, K., Liu, D., & Hong Y. (2019). Challenges and Opportunities in Qualitative Research. Sharing Young Scholars’ Experience. (Christopher, Narr.) [Audiobook]. file:///C:/Users/USUARIO/Downloads/978-981-13-5811-1.pdf Pardede, P. (2019). Action research in EFL Learning and Teaching. Plessis-Schneider, S. (2022). The Need to Belong in Secondary School. Verlag Barbara Budrich, Budrich Academic Press. http://www.jstor.org/stable/j.ctv2r4kx8q.12 Qian, Q., Zheng, G., Huang, X., and Liao X. (2023). Relationship Between Student – Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model. Reading & Writing Quarterly, 0, 1 – 16. https://doi.org/10.1080/10573569.2023.2173867 Reynolds, B. L., & Teng, M. F. (Eds.). (2019). English literacy instruction for Chinese speakers. Singapore: Palgrave Macmillan. https://doi.org/10.1007/978-981-13-6653-6 Sileyew, K. J. (2019). Research design and methodology (pp. 27-54). Rijeka: IntechOpen. DOI: http://dx.doi.org/10.5772/intechopen.85731 Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., and Scheneider, M. (2022). Educational Psychologist. Domain-specific prior knowledge and learning: A meta-analysis, 57 (1), 31-54. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1080/00461520.2021.193970 Shen, J., Chang,Y., Su, Y., & Ogata H. (2019). Communications in computer and information science. Springer. file:///C:/Users/USUARIO/Downloads/978-981-15-6113-9.pdf Stevens, D. D., & Levi, A. J. (2023). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Routledge. Wu, L., Valcke, M., & Keer, H. V. (2021). Supporting struggling readers at secondary school: an intervention of reding strategy instruction, 34, 2175 – 2201. https://doi.org/10.1007/s11145-021-10144-7 Yan, J., & Cai, Y. (2022). Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling. Reading & Writing Quarterly, 38 (2), 139 – 155. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1080/10573569.2021.1923100 |
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Morales Cortés, Deisy LorenaBlanco Villarreal, Claudia Lilianahttps://scholar.google.com/citations?hl=es&user=X_1q5GIAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000158742Universidad Santo Tomás2023-09-26T12:58:38Z2023-09-26T12:58:38Z2023-09-25Blanco Villarreal, C. L. (2023). Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approach. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/52390reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coAbstract This action research consists of articulating the RSI scanning, visualization, and prior knowledge as part of reading skill along with the CLIL approach with the aim to help third graders in the understanding of Science contents in EFL as target language. This is a qualitative study in which participants are trained in the RSI mentioned before, following a scaffolding and assessment process during the implementation of three lesson plans. Therefore, making a reflection of how each RSI supports the development of lower - order thinking skills such as, remembering, understanding and applying, as well as higher - order thinking skills such as, analyzing, and evaluating which are fundamental in the development of the CLIL approach. Key words: CLIL, Prior knowledge, Scanning, Visualization, Reading skill, EFL.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Training in Reading Strategy Instruction (RSI) by Using the Content and Language Integrated Learning (CLIL) approachEFLLenguas Extranjeras InglésAprendizaje-inglésEnseñanza-AprendizajeConocimientoPromoción de la lecturaAlumnosRSITrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAlabi, A.T., and Jelili, M.O. (2022). Clarifying Likert scale misconceptions for improved application in urban studies. Quality & Quantity, 57, 1337 – 1350. http://doi.org/10.1007/s11135-022-01415-8Al-Shdeifat, Z., & Al-Jamal, D. (2023). Visual thinking and reading comprehension: Foreign language setting as an example. International Journal of Educational Methodology, 9(2), 367-385. https://doi.org/10.12973/ijem.9.2.367Attard-Montalto, S. & Walter, L. (2021). CLIL4U GUIDEBOOK v.2 2021 with Technology-Enhsnced Learning-Clilstore. Co-funded by the Erasmus + Programme of the European Union.Golam, A. M., & Kusakabe, T. (2020). Improving the Efficacy of English Instruction at Qawmi Madrasas (Islamic Seminaries) in Bangladesh, 10 (2), 1-15. https://journals-sagepub-com.crai-ustadigital.usantotomas.edu.co/doi/epub/10.1177/2158244020924049Gómez, J. L., Palazón, J. L., Castro, J. L., and Gómez, I. M. (2020). International Journal of Bilingual Education and Bilingualism. CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks, 25 (6), 2006 – 2017. https://doi.org/10.1080/13670050.2020.1842323HAMDOUD, A. (2020). The Incorporation of Action Research into Teacher Education: Perspectives and Challenges (A Case study of teachers and MA students in ENS-Bouzareah). Uluslararası Güncel Eğitim Araştırmaları Dergisi, 6(2), 615-630.Hemmi, C. & Banegas, D. L. (2021). International perspectives on CLIL. Palgrave macmillan. https://link-springer-com.crai-ustadigital.usantotomas.edu.co/content/pdf/10.1007/978-3-030-70095-9.pdfhttps://link-springer-com.crai-ustadigital.usantotomas.edu.co/content/pdf/10.1007/978-3-030-70095-9.pdfHunziker, Stefan. & Blankenagel, M. (2021). Research Design in Business and Management. Springer Gabler. https://doi.org/10.1007/978-3-658-34357-6Lemon, L. L., & Hayes, J. (2020). Enhancing trustworthiness of qualitative findings: Using Leximancer for qualitative data analysis triangulation. The Qualitative Report, 25(3), 604-614.| https://core.ac.uk/download/288159890.pdfLo, Y. Y., and Leung C. (2022). Conceptualizing assessment literacy of teachers in Content and Language Integrated Learning programmes. International Journal of Bilingual Education and Bilingualism, 25 (10), 3816 – 3834. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1080/13670050.2022.2085028Kuen Tsang, K., Liu, D., & Hong Y. (2019). Challenges and Opportunities in Qualitative Research. Sharing Young Scholars’ Experience. (Christopher, Narr.) [Audiobook]. file:///C:/Users/USUARIO/Downloads/978-981-13-5811-1.pdfPardede, P. (2019). Action research in EFL Learning and Teaching.Plessis-Schneider, S. (2022). The Need to Belong in Secondary School. Verlag Barbara Budrich, Budrich Academic Press. http://www.jstor.org/stable/j.ctv2r4kx8q.12Qian, Q., Zheng, G., Huang, X., and Liao X. (2023). Relationship Between Student – Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model. Reading & Writing Quarterly, 0, 1 – 16. https://doi.org/10.1080/10573569.2023.2173867Reynolds, B. L., & Teng, M. F. (Eds.). (2019). English literacy instruction for Chinese speakers. Singapore: Palgrave Macmillan. https://doi.org/10.1007/978-981-13-6653-6Sileyew, K. J. (2019). Research design and methodology (pp. 27-54). Rijeka: IntechOpen. DOI: http://dx.doi.org/10.5772/intechopen.85731Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., and Scheneider, M. (2022). Educational Psychologist. Domain-specific prior knowledge and learning: A meta-analysis, 57 (1), 31-54. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1080/00461520.2021.193970Shen, J., Chang,Y., Su, Y., & Ogata H. (2019). Communications in computer and information science. Springer. file:///C:/Users/USUARIO/Downloads/978-981-15-6113-9.pdfStevens, D. D., & Levi, A. J. (2023). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Routledge.Wu, L., Valcke, M., & Keer, H. V. (2021). Supporting struggling readers at secondary school: an intervention of reding strategy instruction, 34, 2175 – 2201. https://doi.org/10.1007/s11145-021-10144-7Yan, J., & Cai, Y. (2022). Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling. 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