Herramientas sociológicas para medir el rendimiento: Evaluar y mejorar la implementación del Programa CLIL a través de una exploración del entorno social
Resumen
La medición del rendimiento de las innovaciones educativas es un tema importante de estudio teórico y práctico, y basándonos en la teoría de la planificación social, asumimos que el estudio sociológico puede ser utilizado como herramienta de medición en la gestión del desempeño. Se escogió la educación bilingüe y la implementación del programa de Aprendizaje Integrado de Contenidos y Lenguas (CLIL) como nuevo desafío para el sistema educativo ruso. El artículo presenta resultados del análisis sociológico basado en datos primarios y secundarios, y argumenta que la investigación sociológica del desempeño de la educación bilingüe podría conceptualizar la educación bilingüe como una prioridad social y pedagógica, medir la variación comparativa de manera efectiva y evaluar el impacto de la cultura en la implementación de programas bilingües.Citas
Ager, D. E. 2001. Motivation in Language Planning and Language Policy. Multilingual Matters.
Bruton, A. 2011. “Are the Differences between CLIL and Non-CLIL Groups in Andalusia due to CLIL? A Reply to Lorenzo, Casal and Moore (2010).” Applied Linguistics 32 (2): 236–41. doi:10.1093/applin/amr007.
Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597
Cenoz, J., Genesee, F., and Gorter, D. 2014. Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics 35 (3): 243–62. doi:10.1093/applin/amt011
Chen, H.-T. 1996. “A Comprehensive Typology for Program Evaluation.” American Journal of Evaluation 17 (2): 121–30. doi:10.1177/109821409601700204.
Chyung, Seung Youn (Yonnie). 2015. “Foundational Concepts for Conducting Program Evaluations.” Performance Improvement Quarterly 27 (4): 77–96. doi:10.1002/piq.21181.
Clyne et al. 1995. Developing Second Language from Primary School: Models and Outcomes, Deakin: NLLIA.
Coburn, Cynthia E., and Erica O. Turner. 2012. “The Practice of Data Use: An Introduction.” American Journal of Education 118 (2): 99–111. doi:10.1086/663272.
Dalton-Puffer, C., and Nikula T. 2014. Content and Language Integrated Learning. The Language Learning Journal 42 (2): 117–22. doi:10.1080/09571736.2014.891370.
Dalton-Puffer, C., and Nikula, T. 2006. Pragmatics of Content-Based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms. Applied Linguistics. 27 (2): 241–67. DOI:10.1093/applin/aml007
Dalton-Puffer, Christiane. 2011. “Content-and-Language Integrated Learning: From Practice to Principles?” Annual Review of Applied Linguistics 31: 182–204. doi:10.1017/S0267190511000092.
Du-Babcock, B., and R. D. Babcock. 2007. “Genre Patterns in Language-Based Communication Zones.” Journal of Business Communication 44 (4): 340–73. doi:10.1177/0021943607306136.
Europeans and their Languages (2006). Special Eurobarometer 243/Wave 64.3-TNS Opinion and Social European Commission.
Europeans and their Languages (2012). Special Eurobarometer 386/Wave EB 77.1
Fang, Gao. 2011. “Linguistic Capital: Continuity and Change in Educational Language Polices for South Asians in Hong Kong Primary Schools.” Current Issues in Language Planning 12 (2): 251–63. doi:10.1080/14664208.2011.609687.
Federal State Statistics Service (2015). Accessed: May 5. http://www.gks.ru/free_doc/new_site/perepis2010/croc/perepis_itogi1612.htm
García, Nuria. 2015. “Tensions between Cultural and Utilitarian Dimensions of Language: A Comparative Analysis of ‘multilingual’ Education Policies in France and Germany.” Current Issues in Language Planning 16 (1-2): 43–59. doi:10.1080/14664208.2014.947015.
Hnízdo, B (2013). The global spread of English. Annual of Language and Politics and Politics of Identity. 7 (1), 103-112
Holborow M. (2006) Ideology and Language: Interconnections between Neo-liberalism and English; (Re-) Locating TESOL in an Age of Empire. Palgrave Macmillan.
Hüttner, J., Dalton-Puffer, C., and Smit, U. 2013. The Power of Beliefs: Lay Theories and Their Influence on the Implementation of CLIL Programmes. International Journal of Bilingual Education and Bilingualism 16 (3): 267–84. doi:10.1080/13670050.2013.777385.
Hüttner, Julia, Christiane Dalton-Puffer, and Ute Smit. 2013a. “The Power of Beliefs: Lay Theories and their Influence on the Implementation of CLIL Programmes.” International Journal of Bilingual Education and Bilingualism 16 (3): 267–84. doi:10.1080/13670050.2013.777385.
Kachru, B. (1986). The Alchemy of English: The Spread, Functions and Models of Non-native Englishes. Oxford: Pergamon.
Kaisarova, V. and Rubtcova, M 2013 Implementation of Content and Language Integrated Learning programmes in Public Administration: Russian students’ and matriculants’ opinion about their first CLIL experience. Teaching Public Administration. Vol: 34, Issue: 3, Pages: 229-246, Published: 2016, doi: 10.1177/0144739415620950
Kajsarova V.P. (2008) Cennostno-orientirovannyj podhod v strategicheskom upravlenii krupnym gorodom//Vestnik SPbGU. Serija Jekonomika. Vyp. 4. S. 132–137.
Kajsarova V.P. (2010) Teorija i praktika upravlenija sferoj publichnyh uslug. Vestn. S.-Peterb. gos. un-ta. Ser. 5 «Jekonomika». 4. P. 88–97.
Kajsarova V.P. (2012) Nauchnye podhody strategicheskogo menedzhmenta kak teoreticheskaja osnova razvitija upravlenija obshhestvennymi uslugami krupnogo goroda. Jekonomicheskoe vozrozhdenie Rossii. N2/32. P. 60–65.
Kaplan, Robert B., and Richard B. Baldauf. 2013. Language Planning in the Asia Pacific: Hong Kong, Timor-Leste and Sri Lanka. Routledge.
Kumaravadivelu, B. (2006). Dangerous liaisons: globalization, empire and TESOL. In J.Edge (Ed.), (re)locating TESOL in an age of empire (pp. xii -xix). New York: Palgrave Macmillian.
Lin, Angel M.Y. 1996. “Bilingualism or Linguistic segregation? Symbolic Domination, Resistance and Code Switching in Hong Kong Schools.” Linguistics and Education 8 (1): 49–84. doi:10.1016/S0898-5898(96)90006-6.
Lindholm-Leary, K. 2012. “Success and Challenges in dual Language Education.” Theory into Practice 51 (4): 256–62. doi:10.1080/00405841.2012.726053.
Linguistic Imperialism’ 10 Years on: An Interview with Robert Phillipson: Robert Phillipson talks to Sohail Karmani. 2005. ELT Journal 59 (3): 244–49. doi:10.1093/elt/cci045.
Liu, Na. 2014. “Role of Computer Information Technology on the Spread and Popularization of English.” In , 929–34. doi:10.2495/AMITP20131121.
Lorenzo, F., Moore, P., and Casal, S. 2011. On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning - a Reply to Bruton. Applied Linguistics 32 (4): 450–55. doi:10.1093/applin/amr025.
Lorenzo, F., S. Casal, and P. Moore. 2010. “The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project.” Applied Linguistics 31 (3): 418–42. doi:10.1093/applin/amp041.
Lyster, Roy. 2004. “Differential Effects Of Prompts And Recasts In Form-Focused Instruction.” Studies in Second Language Acquisition 26 (03). doi:10.1017/S0272263104263021.
Majhanovich, Suzanne. 2014. “Neo-Liberalism, Globalization, Language Policy and Practice Issues in the Asia-Pacific Region.” Asia Pacific Journal of Education 34 (2): 168–83. doi:10.1080/02188791.2013.875650.
McCoy, Henrika, and Elizabeth A. Bowen. 2015. “Hope in the Social Environment: Factors Affecting Future Aspirations and School Self-Efficacy for Youth in Urban Environments.” Child and Adolescent Social Work Journal 32 (2): 131–41. doi:10.1007/s10560-014-0343-7.
Mehisto, Peeter, and Hiie Asser. 2007. “Stakeholder Perspectives: CLIL Programme Management in Estonia.” International Journal of Bilingual Education and Bilingualism 10 (5): 683–701. doi:10.2167/beb466.0.
Nekvapil, Jiří, and Tamah Sherman. 2009. “Pre-Interaction Management in Multinational Companies in Central Europe.” Current Issues in Language Planning 10 (2): 181–98. doi:10.1080/14664200802399133.
O’Brien, Catherine, Crystal Kroner, and Peggy Placier. 2015. “Deaf Culture and Academic Culture: Cultivating Understanding Across Cultural and Linguistic Boundaries.” Journal of Diversity in Higher Education. doi:10.1037/a0038821.
Pavenkov, O. V.; Rubtcova, M. P. 2016. Value orientations to the inclusive education teachers in Russia: results of a pilot study. Dilemas Contemporáneos: Educación, Política y Valores. 4: 1 Pages: 13.
Pavenkov, O., Pavenkov, V., Rubtcova, M. 2015. The altruistic behavior: characteristic of future teachers of inclusive education in Russia. International Conference Psiworld 2014 - 5th Edition. Volume: 187 Pages: 10-15. doi:10.1016/j.sbspro.2015.03.003
Pawson, Ray. 1989. A Measure for Measures: A Manifesto for Empirical Sociology. Abingdon, UK: Taylor & Francis. Doi: 10.4324/9780203393338.
Phillipson R. 2005. Linguistic Imperialism’ 10 Years on: An Interview with Robert Phillipson: Robert Phillipson Talks to Sohail Karmani. ELT Journal 59 (3): 244–49. doi:10.1093/elt/cci045.
Riagáin, Pádraig Ó. 1997. Language Policy and Social Reproduction : Ireland 1893-1993: Ireland 1893-1993. Clarendon Press.
Rubtcova, M. & Pavenkov, O. 2016 Systemic Functional Linguistics as a Macro-sociolinguistics Framework: The Stages of Development. Studies in Linguistics. 38: 471-492.
Rubtcova, M. P.& Pavenkov, O. V. 2016. Interaction of Russian and English academic genres in CLIL doctoral programmes of Management Sociology: a gap in the process of implementation. Dilemas Contemporáneos: Educación, Política y Valores. 3: 2.
Rubtsova, M. V. & Vasilieva, E. A. 2016. Conceptualization and operationalization of notion «trust» for applied sociological research. Sotsiologicheskie Issledovaniya Issue: 1 Pages: 58-65.
Rubtsova, M. V. 2007. Manageability: Sociological theoretical analysis of notions. Sotsiologicheskie Issledovaniya, 12, 32-38.
Rubtsova, M. V. 2011. Governmentability in interactions of subjects. Traditional and new practices. Sotsiologicheskie Issledovaniya, 2, 46-53.
Seikkula-Leino, Jaana. 2007. CLIL Learning: Achievement Levels and Affective Factors. Language and Education 21 (4): 328–41. doi:10.2167/le635.0.
Sheyholislami, Jaffer. 2012. Kurdish in Iran: A Case of Restricted and Controlled Tolerance. International Journal of the Sociology of Language 2012 (217). doi:10.1515/ijsl-2012-0048.
Smit, U. 2010. English as a Lingua Franca in Higher Education. A Longitudinal Study of Classroom Discourse. Berlin: De Gruyter Mouton.
Spolsky, Bernard. 2009. Language Management. Cambridge: Cambridge University Press. http://ebooks.cambridge.org/ref/id/CBO9780511626470
The Dominance of English as a Language of Science. 2015. Accessed May 5. http://proxy.library.spbu.ru:2055/viewbooktoc/product/174548
Usiaeva, A. et al. Sociological Diagnostics in Staff Competency Assessments: Evidence from Russian Museums. (2016). International Journal of Production Management and Engineering. 4(1): 29-33.
Vasilieva, E. & Rubtcova, M. 2015. Managing Human Capital: How Public Servants Support the Governance's Performance Conception in Russia. Proceedings of 2015 International Conference on Public Administration. Pages: 237-247.
Volchkova, L. T., & Pavenkova, M. V. 2002 Sociology of management. Theoretical principles. Sotsiologicheskie issledovaniya, 3, 141-144.
Wesely, Pamela M., and Fatima Baig. 2012. “The ‘Extra Boost’: Parental Involvement and Decision Making in Immersion Programs.” Bilingual Research Journal 35 (3): 314–30. doi:10.1080/15235882.2012.731587.
Whittaker, R., Llinares, A., and McCabe, A. 2011. Written Discourse Development in CLIL at Secondary School. Language Teaching Research. 15 (3): 343-362 doi: 10.1177/1362168811401154.
Wilson, W. J. 2010. “Why Both Social Structure and Culture Matter in a Holistic Analysis of Inner-City Poverty.” The Annals of the American Academy of Political and Social Science 629 (1): 200–219. doi:10.1177/0002716209357403.
Yang, F.Q., S.P. Li, Y. Chen, S.C. Lao, Y.T. Wang, Tina T.X. Dong, and Karl W.K. Tsim. 2005. “Identification and Quantitation of Eleven Sesquiterpenes in Three Species of Curcuma Rhizomes by Pressurized Liquid Extraction and Gas Chromatography–mass Spectrometry.” Journal of Pharmaceutical and Biomedical Analysis 39 (3-4): 552–58. doi:10.1016/j.jpba.2005.05.001.
