1,764 research outputs found
An interview with Do Coyle
No full textProf. Do Coyle antwortet im Interview auf die Fragen, wofür die 4 C’s stehen und welche Bedeutung sie im (Fremd-)Sprachenunterricht haben, welche sprachlichen und didaktischen Kompetenzen CLIL an die Lehrpersonen stellt, warum auf Deeper-Learning-Methoden zu setzen ist und was aus jungen Menschen “Weltbürger” macht
Motivation<i>for</i>or<i>from</i>bilingual education? A comparative study of learner views in the Netherlands
No full textContent and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as to whether its motivational effects can be distinguished from the pre-existing motivation that may have influenced the learner?s choice of educational route. The current study examined motivational differences between learners in Dutch-English bilingual and mainstream education. The aim was to establish whether the learner groups were differently motivated and whether their motivation appeared to be diachronically related to their chosen educational format. 581 learners in the first three years of general secondary education completed a questionnaire exploring their views on (language) learning. Results were analysed in terms of differences between bilingual and mainstream learners and across year-groups. Learners in bilingual education displayed more motivation in nearly all of the areas examined. There was little evidence, however, of this being a result of exposure to bilingual education, reinforcing the idea that motivation may be inherent to this group of CLIL learners
From Dr. Coyle | September 2022
No full textI love to "dwell in possibility" when I think of our Pacific home. The beginning of the fall semester has always felt like an opportunity to refresh and embrace what can be as we settle into a new academic year. Let's Dwell in Possibility
I dwell in Possibility "“
A fairer House than Prose "“
More numerous of Windows "“
Superior "“ for Doors "“
Of Chambers as the Cedars "“
Impregnable of eye "“
And for an everlasting Roof
The Gambrels of the Sky "“
Of Visitors "“ the fairest "“
For Occupation "“ This "“
The spreading wide my narrow Hands
To gather Paradise "“
Emily Dickinson was referring to poetry as the place for potential in this beautiful poem, but I too love to "dwell in possibility" when I think of our Pacific home. The beginning of the fall semester has always felt like an opportunity to refresh and embrace what can be as we settle into a new academic year.
Recently, I led the Cabinet through a quick exercise of stating our overarching intentions each day in our administrative roles. I asked for a description in just five words "ala the Webby Awards recipient speeches. Some of the team immediately brought forward a beautifully crafted, succinct sentence. I chose to share five individual words that describe my personal goals:
Grace. I strive to always come from a place of grace. To me, that means assuming people are coming from a place of good intention. I offer everyone the grace of assuming the best first.
Humility. I don't know it all, and even as I learn, I need to learn more. I also don't have to know it all, and I am lucky enough to be able to tap into the expertise and talents of those around me.
Collaboration. When an idea arises, or I am suddenly faced with a challenge, my initial thoughts are "Who can I collaborate with?" or "Who else should know, provide input, or share a perspective?" I enjoy what I do more when I am working alongside others. Plus, why reinvent the wheel when someone else has already paved the way in the next right path?
Focus. There are so many things we can learn and do together. Let's do them. But, let's focus, do things right, and enjoy the moments.
Possibilities. When I see our Pacific graduates cross the stage "as many did just a couple weeks ago "I am reminded of how possibilities become reality. I believe in all of you, and I know that we have so much possibility in our future at Pacific. I know, because I have seen what we can do together over the past 30 years in all my many moments as a Boxer "as a student, faculty member, leader, and parent. The feats you have each accomplished through the pandemic exemplify your potential.
These are my intentions as we begin a new academic year together "and a new chapter here at Pacific University. I wish you each the best as we begin a new year of learning, teaching and embracing possibilities. I look forward to hearing your intentions as we get to know each other in the coming months.
My best,
Jenny Coyle '90, OD '93, MS '00
President
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James's Turn of the Screw
No full text[sound recording] / John Smith. Hardy's Tess of the d'Urbervilles by J.J. Coyle.; 1 sound cassette (60 minutes); Broadcast on CFCY Radio, Charlottetown, December 16 & 20, 1971.; Hardy's Tess of the d'Urberville
Book review: how to speak money by John Lanchester
No full textJohn Lanchester, the bestselling author of Capital and Whoops!, aims to decode the global language of money for all of us, in an amusing and jargon-free read. Diane Coyle finds this is a very entertaining read and a clear guide to the kind of economics spoken in the financial markets and the media. Those who already speak the language would do well to read the initial essay and reflect on it, and in particular on what normal people hear when they are using the jargon
P. Vives - N.L. Galés, Interview. Reflecting on CLIL innovation. An interview with Do Coyle and Elisabet Pladevall
No full textThe article reports an interview with Do Coyle within a lecture to primary and secondary teachers of Literacies and Educational Linguistics
Reflecting on CLIL innovation : an interview with Do Coyle and Elisabet Pladevall
No full textThe authors reflect on the role of CLIL in experimental teaching, teacher education and university research, from discussions with Prof. Do Coyle (University of Aberdeen, Scotland) and Dr. Elisabet Pladevall (Universitat Autònoma de Barcelona, Catalonia), in the framework of the Masters in Advanced English Studies at the Universitat Autònoma de Barcelona (January 2014). They give a brief but significant outlook on needs in the context of university studies and highlight the urgency of conducting a review of CLIL for the plurilingual Digital Age, as well of focusing on cross-curricular and transmedia exchanges in the multiple scenarios of university education.Les autores reflexionen sobre el paper de l'AICLE (CLIL) en l'experimentació pedagògica, la formació docent i la investigació universitària, a partir de les converses mantingudes amb les professores Do Coyle (Universitat d'Aberdeen, Escòcia) i Elisabet Pladevall (Universitat Autònoma de Barcelona, Catalunya), en el marc del Màster Oficial en Estudis Anglesos Avançats de la Universitat Autònoma de Barcelona (gener de 2014). Realitzen una breu però significativa perspectiva de les necessitats en el context dels estudis universitaris i posen de manifest la urgència de plantejar una revisió del CLIL a l'era digital i plurilingüe, i un enfocament d'intercanvi transversal i transmèdia en els multi-escenaris universitaris de educació.Las autoras reflexionan sobre el papel del AICLE (CLIL) en la experimentación pedagógica, la formación docente y la investigación universitaria, a partir de las conversaciones mantenidas con las profesoras Do Coyle (Universidad de Aberdeen, Escocia) y Elisabet Pladevall (Universitat Autònoma de Barcelona, Cataluña), en el marco del Máster Oficial en Estudios Ingleses Avanzados de la Universitat Autònoma de Barcelona (enero 2014). Realizan una breve pero significativa perspectiva de las necesidades en el contexto de los estudios universitarios y ponen de manifiesto la urgencia de plantear una revisión del CLIL en la era digital y plurilingüe, y un enfoque de intercambio transversal y transmedia en los multi-escenarios universitarios de educación.Les auteurs se penchent sur le rôle de l'EMILE dans l'enseignement expérimental, la formation des enseignants et la recherche universitaire, des discussions avec le professeur Do Coyle (Université d'Aberdeen, Ecosse) et Dr. Elisabet Pladevall (Universitat Autònoma de Barcelone, Catalogne), dans le cadre de Masters in Advanced English études à l'Universitat Autònoma de Barcelona (Janvier 2014). Ils donnent une perspective brève mais significative sur les besoins dans le cadre d'études universitaires et soulignent l'urgence de procéder à un examen de l'EMILE pour le plurilingue, ainsi de se concentrer sur les échanges interdisciplinaires et transmédia dans les multiples scénarios de l'enseignement universitaire
Reflecting on CLIL innovation. An interview with Do Coyle and Elisabet Pladevall
No full textLes autores reflexionen sobre el paper de l'AICLE (CLIL) en l'experimentació pedagògica, la formació docent i la investigació universitària, a partir de les converses mantingudes amb les professores Do Coyle (Universitat d'Aberdeen, Escòcia) i Elisabet Pladevall (Universitat Autònoma de Barcelona, Catalunya), en el marc del Màster Oficial en Estudis Anglesos Avançats de la Universitat Autònoma de Barcelona (gener de 2014). Realitzen una breu però significativa perspectiva de les necessitats en el context dels estudis universitaris i posen de manifest la urgència de plantejar una revisió del CLIL a l'era digital i plurilingüe, i un enfocament d'intercanvi transversal i transmèdia en els multi-escenaris universitaris de educació.The authors reflect on the role of CLIL in experimental teaching, teacher education and university research, from discussions with Prof. Do Coyle (University of Aberdeen, Scotland) and Dr. Elisabet Pladevall (Universitat Autònoma de Barcelona, Catalonia), in the framework of the Masters in Advanced English Studies at the Universitat Autònoma de Barcelona (January 2014). They give a brief but significant outlook on needs in the context of university studies and highlight the urgency of conducting a review of CLIL for the plurilingual Digital Age, as well of focusing on cross-curricular
and transmedia exchanges in the multiple scenarios of university education.Las autoras reflexionan sobre el papel del AICLE (CLIL) en la experimentación pedagógica, la formación docente y la investigación universitaria, a partir de las conversaciones mantenidas con las profesoras Do Coyle (Universidad de Aberdeen, Escocia) y Elisabet Pladevall (Universitat Autònoma de Barcelona, Cataluña), en el marco del Máster Oficial en Estudios Ingleses Avanzados de la Universitat Autònoma de Barcelona (enero 2014). Realizan una breve pero significativa perspectiva de las necesidades en el contexto de los estudios universitarios y ponen de manifiesto la urgencia de plantear una revisión del CLIL en la era digital y plurilingüe, y un enfoque de intercambio transversal y transmedia en los multi-escenarios universitarios de
educación
Recalibrating the Language Classroom for Deeper Learning: Nurturing Creative, Responsible Global Citizenship Through Pluriliteracies
No full textIn Beyond CLIL: Pluriliteracies Teaching for Deeper Learning (Coyle & Meyer, 2021), the traditional role of language teaching and learning is brought into question. We propose an alternative paradigm that places the language teacher as a disciplinary specialist who contributes significantly to the development of learners’ pluriliteracies repertoire. In this article, we suggest ways in which language teachers can reconceptualise their "subject" as one that is of central importance and value in our post-truth world. We posit that this requires not only an epistemic repositioning of the language classroom but, crucially, a profound and deliberate recalibration of the component parts of language-as-discipline. This involves connecting languages, cultures and literatures in ways that foster textual and epistemic fluency leading to deeper understanding and empathy. From this perspective, the "language-as-discipline classroom" has the potential to become an inclusive space for deeper learning whilst developing creative, responsible global citizenship. 
The Soulful Science: What Economists Really Do and Why It Matters
No full textTo many, Thomas Carlyle's put-down of economics as "the dismal science" is as fitting now as it was 150 years ago. But Diane Coyle argues that economics today is more soulful than dismal, a more practical and human science than ever before. Building on the popularity of books such as Freakonomics that have applied economic thinking to the paradoxes of everyday life, The Soulful Science describes the remarkable creative renaissance in how economics is addressing the most fundamental questions--and how it is starting to help solve problems such as poverty and global warming. A lively and entertaining tour of the most exciting new economic thinking about big-picture problems, The Soulful Science uncovers the hidden humanization of economics over the past two decades. Coyle shows how better data, increased computing power, and techniques such as game theory have transformed economic theory and practice in recent years, enabling economists to make huge strides in understanding real human behavior. Using insights from psychology, evolution, and complexity, economists are revolutionizing efforts to solve the world's most serious problems by giving policymakers a new and vastly more accurate picture of human society than ever before. They are also building our capacity to understand how what we do today shapes what the world will look like tomorrow. And the consequences of these developments for human life, for governments, and for businesses are only now starting to be realized--in areas such as resource auctions, pollution-credit trading, and monetary policy. The Soulful Science tells us how economics got its soul back--and how it just might help save the planet's.problems, poverty, global warming, game theory, human behavior, psychology, evolution, complexity, resource auctions, pollution-credit trading
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