Science magazine- DEYSI MARMOLEJO

Science magazine By: Deysi Juliana Marmolejo Nova

Menu SESSION A SESSION B SESSION C SESSION D AND E

Session A The digital mural Link: https://view.genial.ly/61b 912db1bbf600d9e8812ed/pr esentation-presentacion- manchas

SESSION B: analytical summary and the digital booklet

ANALYTICAL SUMMARY - TEMPLATE Text title: CLIL in Natural Science Subjects: language and task. Keith, K. Name of the author: October 17th, 2010 Year of publication: Summary of the text: This article the author explores language in the natural science subjects of Biology, Physics, and Chemistry in the secondary curriculum, describes ways to identify this language, where to look for it, and how to record it, and makes suggestions as to what the implications are for students of a second language. these science subjects in terms of classroom assignments. The background for this article is one in which the author conducted research of numerous high school science textbooks, curriculum documents, and used transcripts of video recordings of science lessons in mother tongue and in English. The discourse analysis that was the result of this research ultimately fed the writing of a vocabulary resource for second language students of secondary science subjects (Kelly, 2008). Keywords: (6-10 words) Content and Language Integrated Learning (CLIL). Specialized language, Interdisciplinary language, Specific method, Word frequency, English in science, formal language, Linguistic support.

Problem addressed by the text: ¿What complete inventory of the general academic language of the subject is needed. made available to students for the specific tasks they are asked to carry out in their thematic lessons? How much do we really know about this language and its use in science classroom? Text objectives: - Identifying specific vocabulary of the subject - Pronunciation - Translation - Contextualization - Subject specific vocabulary can also be made accessible and is easy to organize in a form which reflects the subject with word maps such as tree diagrams.

Main thesis of the author: The teaching of a second language in science in a specific language, has allowed that through research it is possible to collect qualitative (use) and quantitative (frequency) information about this language is to analyze the science discourse of high school. This means investigating the language of the science textbook, the classroom and the science teacher and the students themselves. Recording the use and frequency of language in the classroom is a time-consuming and energy- consuming business, but only by conducting such research can we be sure that we are offering science students as a second language the appropriate language in the moment. appropriate. The language can be recorded using audio recording equipment, video recording lessons, and transcribing the language used. Another less time-consuming, but no less simple, way to begin conducting such an analysis is with correspondence software and electronic text versions of textbooks. The table below shows the top 100 science words from an integrated science textbook (Chung-Harris, 2005).

Arguments from the author: The paper is divided into three sections which broadly represent s the three levels of language described above: 1. SUBJECT-SPECIFIC LANGUAGE One way of gathering qualitative (use) and quantitative (frequency) information about this language is to analyze the discourse of the secondary science classroom. This means investigating the language of the science textbook, the classroom and the science teacher and learners themselves. Recording language use and frequency in the classroom is a time and energy consuming business, but it is only by carrying out such research that we can be certain that we are offering second language learners of science the right language at the right time. Language can be recorded using audio recording equipment, by video recording lessons and by transcribing the language used. Another less time-consuming, but no less simple way to start to carry out such an analysis is with concordance software and with electronic text versions of textbooks. 1. Organizing language Once decisions have been made about which language to focus on in the subject classroom, there are decisions for the teacher to make about how to present the language to learners. One simple approach to presentation is to give learners word maps which reflect hierarchical and relational connections between words.

1. GENERAL ACADEMIC LANGUAGE When learners are asked to say or write in their content subject s in a foreign language there may be a need for them to have access to language beyond subject-specific vocabulary. This language is the language of the curriculum and is a general academic language which may appear in many subject s and be specific to no single one subject. 1. PERIPHERAL ‘CLASSROOM’ LANGUAGE The general language of the classroom is another dimension of language input for attention in foreign language content teaching. Teachers give instructions, check comprehension, organize certain tasks such as laboratory work in Biology, use language to maintain order and many others. Teachers may use their own particular style of language, a style of which they may not be explicitly aware. In some CLIL context s there are cases where teachers may need help in developing their own language to meet the ‘demands’ of the learners. This means that there is a certain level of language expected from the teacher in order to manage the classroom effectively in a foreign language. This language can be identified according to the function of the language at a given time in the classroom. The language can be scripted if necessary so that the teacher can prepare for managing the class in the foreign language.

Conclusions of the text: Clearly, there are questions for teacher education in the light of the discussion above. Teachers need an awareness of the language of their subject beyond the noun phrases which make up the concept s of their subject s. In addition, they need strategies and techniques for dealing with and making accessible this language for the learners in their classrooms. Teachers working in a subject through a foreign language will also need considerable knowledge of the general academic language of learning in their school environment and this carries expectations for colleagues to be familiar with the content and language of other subject s in the school curriculum, it suggest s that there is a need for close collaboration between subject teachers, and between subject teachers and language teachers to enable learners to have an efficient preparation in the language they encounter throughout the curriculum. Finally, this paper suggests s that there is still much for publishers to do to provide for the needs of learners and teachers working in content and language integration. This means that there is a great need for resources written specific call for this target group, for the moment most colleagues and learners are developing their own strategies and techniques for dealing with translated materials, and materials imported from mother tongue context s. Only a small number of resources written specific call for the CLIL market are in the book shops at the time of writing (Kelly, K., 2008; onestopclil.com).

References cited by the author: (maximum 5 main references) CHUNG-HARRIS, T. (2005). CXC Integrated Science. Macmillan. English Language Teaching Centre Malaysia. http://www.tutor.com.my/tutor/etems/ FOX, G. (2007). Unpublished presentation of Macmillan Advanced Learners’ Dictionary. Plovdiv, Bulgaria. KELLY, K. (2006). Content and Language Integrated Learning. Lithuanian Ministry of Education and British Council Lithuania. http://www.smm.lt/ugdymas/docs/lkmp/ Integruotas-mokymas_internetui.pdf. SMYTH, G. (2003). Helping Bilingual Pupils to Access the Curriculum. London: David Fulton Publishers.

Name of the Deysi Juliana Marmolejo Nova Dauatthe othris aonfalytitchails saunmalmytaircyawl as done: 29th September, 2021 summary: Final Comments: (your conclusions from the text) Based on the document read, I can conclude that I agree with what the author affirms, since it is important that we as teachers, first learn to identify that language that the student wants to be taught, see its need and with what A specific purpose is to teach the language, in order to carry out a curriculum or study plan that allows us to meet the needs of the student. Allowing us as teachers to use the methods, strategies, vocabulary and tools that help the student to explore their skills in a second language. putting it into practice.

DIGITAL BLOOKET LINK: Link: https://www.canva.com/desi gn/DAEriYPXu94/87FWuD AHDF_3NshCy7 P2IQ/view?utm_content=D AEriYPXu94&utm_campaig n=designshare& utm_medium=link&utm_sou rce=publishsharelink

SESSION C:Task 3 - Applying didactic strategies to the design of science activities





Link of blog: https://deysijuliana.blogspot.com/

SESSION D:Task 4 - Creating learning guides for a virtual and face to face science class.



























Link of blog: https://marlingdeysi.blogsp ot.com/

SESSION E: REFLETION

Content-based teaching has been widely used in the area of learning a second language because it helps students not only to develop the academic language but also to perfect the language.The life sciences teacher who is accustomed to teaching without using any kind of teaching resource can, in many cases, achieve what he or she considers to be favorable results, perhaps reflected in the positive ratings of some of his or her students; however, it is likely that these results are the result of memoiristic learning, which is only present in the cognitive structure in the short term, generally, at the end of the respective evaluation they tend to forget the information, and it is supposed that the teaching intention must be that their students achieve internalize knowledge in order to be able to put it into practice or use it when they believe it relevant at any time in their life.According to Rodríguez (2011) points out that there are publishing houses that offer texts that support the content-based approach. However, these texts sometimes do not provide content that fits the local context and the specific needs of students. If you want to select a guide text, it is recommended to take into account the following guidelines (Rodríguez, 2011: 87):The text should bring academic content that relates to the cultural environment of language students.Exercises should be graded and differentiated to facilitate language learning.You must have clear language and content objectives.Finally, it is important to clarify that material design is a valuable resource because it involves observation, reflection, evaluation, and production, but takes a lot of time for teachers. However, when creating their own materials, teachers avoid the general imposition of guide texts and attend to the particular needs of their students.

REFERENCES Ball, P. (2018). Innovations and Challenges in CLIL Materials Design. Theory into Practice, 57(3), 222–231. Recuperado de https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.asp x?direct=true&db=pbh&AN=131455100&lang=es&site=eds-live&scope=site Cruz, D. (2020). OVI Authentic vs Non-Authentic Materials unit 1. [Video File]. https://repository.unad.edu.co/handle/10596/33645 López Pérez, M., & Galván Malagón, C. (2016). Creating materials with ICT for CLIL lessons: A didactic proposal. https://n9.cl/qufk9 Mardiana, Dinny & Cahyani, R. (2018). The Development of Basic Natural Science Learning Materials to Improve Students’ Competence. Journal of Physics: Conference Series.https://www.researchgate.net/publication/325761132_The_Development_of_Bas ic_Natural_Science_Learning_Materials_to_Improve_Students%27_Competence Ministerio de Educación Nacional. (2004). Estándares básicos de competencias en ciencias sociales y ciencias naturales. MEN. Bogotá. 96-147. Retrieved from https://www.mineducacion.gov.co/1621/articles-116042_archivo_pdf3.pdf Morgado, Margarida. (2018). CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography, and Science for Primary School. e-TEALS. 9. 132-152.

CLIL MultiKey lesson plan. https://zseil.edu.pl/multikey/the_results_of_multikey_project/lessons/science/dig estion.pdf. Enikő, S. (2013). Didactic Teaching Strategies For Successful Learning. Padi.psiedu.ubbcluj.ro. http://padi.psiedu.ubbcluj.ro/pedacta/article_3_2_5.pdf. Hus, V., & Grmek, M. (2010). Custodio-Espinar, M. (2019). Influencing Factors on In-Service Teachers‘ Competence in Planning CLIL. Latin American Journal of Content & Language Integrated Learning, 12(2), 207–241. Retrieve from: https://files.eric.ed.gov/fulltext/EJ1254515.pdf Cambridge English. (2016). Teaching science through English – a CLIL approach. Retrieve from: https://www.geo- clil.ugent.be/wp content/uploads/2016/03/Teaching-Science-through-English-A-CLIL Approach.pdf. Garrig, os-S. F. J. (2015). Strategies for Teaching in the XXI Century. Cambridge Scholars Publishing. (3) 28-43 Retrieve from: https://bibliotecadigital.ipb.pt/bitstream/10198/13741/1/2015_cambridge_h eadpose_full.pdf Keith, K. (2010). CLIL in Natural Science Subjects: language and task. Ikastaria, (17), 91-108. Retrieve from: https://core.ac.uk/download/pdf/11503455.pdf Marsh, D., P rez Ca ado, M. L., & R ez Padilla, J. (2015). CLIL in Action : Voices from the Classroom. Cambridge Scholars Publishing. 63-81. Retrieve from: https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.co m/login.aspx?direct=true&db=nlebk&AN=1077431&lang=es&site=eds live&scope=site&ebv=EB&ppid=pp_6