https://accedacris.ulpgc.es/jspui/handle/10553/12235 2026-06-08T08:12:50Z https://accedacris.ulpgc.es/jspui/handle/10553/12257 Título: Discussing content and language integrated learning in domain name dispute resolution Autores/as: Martínez Escudero, Laura 2013-01-01T00:00:00Z https://accedacris.ulpgc.es/jspui/handle/10553/12256 Título: Teaching and learning science in context Autores/as: Maldonado Juárez, Myriam Resumen: The aim of this study is the design of the teaching and learning process of science activities on the circulatory system. Due to the expansion of the EU and the diversity of languages in Europe, the European Commission has been promoting a multilingual and multicultural Europe. For this reason, there is a greater need for the development of communicative competence in Primary Education, and bilingual education is an ideal way to promote this goal. Following CLIL approach, Content and Language Integrated Learning, English as a Second Language is used as a medium to teach subject matter content. CLIL consists of a variety of methods used to integrate content and language and it serves to develop knowledge of the subject as well as to improvestudents’ competency in English. Through innovative methods, it allows therecognition of meaning and the use of meaningful language in a particularcontext. Applying CLIL involved the preparation of specific materials for 49Spanish students divided in two groups in year 6 of Primary Education in Spain.The involvement of students in the learning process and their interaction isan essential aspect of this study. This involvement was even enhanced by means of the use of ICT (Information and Communication Technologies) in theclassroom and by the students’ active participation in the activities carried outalong the process, which fostered motivation, a relaxed setting, teamwork andcollaboration in a meaningful context. The materials and suggestions presentedhere also aim to be a support for bilingual teachers by providing a selection ofactivities and educational resources for their professional development. 2013-01-01T00:00:00Z https://accedacris.ulpgc.es/jspui/handle/10553/12255 Título: Aproximación teórica y práctica a un curso de EFE de farmacia Autores/as: Krebs, Adrijana; Simó Arroyo, Itziar Resumen: In this work we make a suggestion for the development of a Spanish language course for pharmacists or students of Pharmacy whose first language is not Spanish. With the objective of supporting teachers in this demanding task, we provide some guidelines for planning and developing the course, as well as some ideas on how to classify didactic resources. The analysis of the learners’ needs is the starting point and once they, along with the learners’ expectations, have been established, it is possible to select the most appropriate learning materials. We also propose a collaborative role between teacher and learners which involves them actively in the complex process of language acquisition. The practical part of this piece is an example of a unit, based on the initial theoretical analysis. This example will ideally be a launch point for future work in this area. 2013-01-01T00:00:00Z https://accedacris.ulpgc.es/jspui/handle/10553/12253 Título: What do students talk about? The relevance of content-focused and non-content-focused talk types within peer-interaction CLIL tasks Autores/as: Fuentes, Miquel Ángel Resumen: This paper observes the different talk types that occur in an instance of peer interaction in Science through English CLIL classroom and attempts at providing a categorization of the students talk and analyzing their function. The sample chosen corresponds to a team of five students in their first year of secondary education from a state school set in a working class neighborhood on the outskirts of Barcelona. Using the framework described by Mercer (2004) and later developed by Pierce & Gilles (2008) and Moate (2011), this study analyzes what the impact of different content-focused and non-content-focusedtalk types in the construction of knowledge is, together with their influence onthe flow of the task through content analysis with the support of conversation and multimodal analysis. Results point out that conversation segments covering content are relevant but, simultaneously, episodes with an interpersonal use of language are also exploited for a wide range of purposes. 2013-01-01T00:00:00Z