From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks

Autor/in	Soliman, Maha
Titel	From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 14 (2021) 1, S.151-177 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Soliman, Maha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Content and Language Integrated Learning; Foreign Countries; Second Language Instruction; Student Exchange Programs; College Students; Spanish; Reading Comprehension; Reading Material Selection; Chile + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Ausland; Fremdsprachenunterricht; Schüleraustausch; Collegestudent; Spanisch; Leseverstehen
Abstract	Previous literature has focused on investigating the use of sources in the classroom and how much they contribute to building a coherent mental representation of the texts. These studies explain how integration from multiple document sources occurs; however, their results are limited to the first language and do not inform about the types of these sources or how they are used. In this sense, the objective of this case study is to identify the types of sources used in four courses of a student exchange program in a Chilean University. The data was collected through focus groups with sixty students and in-depth interviews with four professors to determine in what sense the type of document selected could contribute to the learning process. A content analysis was carried out using Nvivo 12 to report on the pedagogical implications of using these sources in a Spanish L2 teaching setting. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01