CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education <em>CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education</em> is an online peer-reviewed practitioner-oriented journal that includes articles in Catalan, English or Spanish. Based on current theory and research, the journal seeks to build common ground among teaching professionals and scholars by promoting a triadic discussion involving theory, empirical research and innovative practices, in the hope that this may lead to a better understanding of plurilingual and pluricultural education and thence to improved educational practices. en-US Authors who publish with this journal agree to the following terms:<br /><ol type="a"><li>Authors retain copyright.</li><li>The texts published in this journal are – unless indicated otherwise – covered by the Creative Commons Spain <a title="Creative Commons" href="" target="_blank">Attribution 4.0</a> licence. You may copy, distribute, transmit and adapt the work, provided you attribute it (authorship, journal name, publisher) in the manner specified by the author(s) or licensor(s). The full text of the licence can be consulted here: <a href="" target="_blank"></a>.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_new">The Effect of Open Access</a>).</li></ol> (The editor) (CJ webmaster) Fri, 30 Jul 2021 17:42:06 +0200 OJS 60 Editorial CJ 4(2) <p>Editorial CJ 4(2)</p> Marilisa Birello Copyright (c) 2021 Marilisa Birello Fri, 30 Jul 2021 00:00:00 +0200 L'ensenyament i aprenentatge del català a adults <p>The teaching of Catalan to adults has been changing in recent decades. We have moved from having a homogeneous group of Spanish-speaking students coming from other regions of Spain to a very diverse classroom reality in terms of backgrounds, languages and experiences of the learners. This change has highlighted the need for teacher training to adapt to this new context and the linguistic needs of this heterogeneous public. In order to cope with this diversity, different practices have been implemented to promote placing the learner at the center of learning process and a committed to the humanization and personalization of education. Meaningful activities are promoted to connect with the student's reality outside the classroom and to respond to their specific goals and interests. The aim is to enable the student to be a competent interlocutor in various areas and situations.</p> Joana Álvarez Verger, Laura Estors Sastre, Montserrat Pérez i Ventayol Copyright (c) 2021 Joana Álvarez, Laura Estors, Montserrat Pérez i Ventayol Fri, 30 Jul 2021 00:00:00 +0200 Una unitat didàctica basada en l’enfocament per tasques: reflexions i exemples <p>This article presents an experience of the implementation of a pedagogic unit based on the task-based approach. A brief theoretical review of the basis of task-based approach is made in order to contextualise the experience which is carried out with a group of adult learners in a public school in the Balearic Islands. The aims of the article are: 1) to describe the phases of the didactic unit and the typology of activities included and 2) to show the type of interaction that task-based work can generate. In order to achieve these objectives, examples of activities from the different phases are given and fragments of the conversation generated by the activities are analysed. At the end, a summary is given of the benefits that task-based work can have for language learning and, in particular, for adult learners.</p> Albert Vilagrasa Grandia, Marilisa Birello Copyright (c) 2021 Albert Vilagrasa Grandia, Marilisa Birello Fri, 30 Jul 2021 00:00:00 +0200 La recerca en aprenentatge de llengües i les percepcions sobre les pràctiques didàctiques a l’aula: el cas de l’ensenyament dels passats en català com a llengua addicional <p>This article has a dual purpose. On the one hand, it reviews the complex relationship between research into the teaching and learning of additional languages to adults and classroom practice. The different positions that have existed around the current debate and trends are presented. On the other hand, the relationship between theory and practice is illustrated from a study on the perceptions of teachers of Catalan as an additional language in terms of the influence of research on their perceptions of practices in the classroom. The study is based on the answers to an online questionnaire answered by 76 Catalan teachers for adults in Catalan-speaking territories and abroad. The questionnaire included an open-ended question in which teachers were asked if they thought that research in language teaching had influenced their way of teaching the uses and forms of the past in Catalan.The results of the study showed that half of the teachers said they had been influenced by research in their classroom practices. Teachers related the influence of research more to methodological aspects of language teaching (the communicative approach) and their own experience than to specific research topics. At the end of the article, different ways of consolidating the field of research in the teaching of Catalan as an additional language for adults are proposed.</p> Llorenç Comajoan-Colomé Copyright (c) 2021 Llorenç Comajoan-Colomé Fri, 30 Jul 2021 00:00:00 +0200 Anàlisi d’errors en l’expressió escrita del català com a llengua addicional: contrast entre l’alumnat serbi i l’anglòfon <p>The main aim of this paper is to offer a first approach to the characteristics of the interlanguage of students of Catalan as an additional language whose first languages ​​are Serbian, on the one hand, and English, on the other. It takes as methodological bases both error analysis and interlanguage studies. In order to carry on the study, a corpus of 97 exams corresponding to the tests of the B1 certificates in Catalan issued by the Institut Ramon Llull during the years 2011 and 2012 was used. The exams were transcribed, labeled and analyzed using the AntConc software. After analyzing the texts, the errors have been classified according to a grammatical criterion, so that the main errors of the students are presented according to whether they are orthographic and orthotypographic, morphosyntactic, lexicosemantic or pragmatic-discursive levels. The paper shows how orthography (in the case of English-speaking students) and morphosyntax (in the case of Serbian students) are the areas that have the highest percentages of errors, although the lexical-semantic field is where we can detect more clearly the interferences of the first languages ​​and, above all, of the other languages ​​spoken by the students.</p> Elga Cremades Cortiella Copyright (c) 2021 Elga Cremades Cortiella Fri, 30 Jul 2021 00:00:00 +0200 Els universals lingüístics i el marcatge en l’ensenyament de la pronunciació del català com a llengua estrangera <p>This paper explores how language universals and typological markedness can contribute to the process of teaching and learning the vowel system and the intonational phonology of Catalan as a second language. When compared to the languages with which Catalan is in contact, we conclude that its relative typological markedness is moderate. We further identify areas of difficulty for learners: the contrast between open- and close-mid vowels, the production of schwa, and the slight majority presence of high or rising pitch accents and of yes-no questions with falling intonation. These results can have important implications for teaching and learning Catalan pronunciation. The first implication can be applied to the design of curricula, and hinges upon the order of acquisition of structures: the least marked structure should be first introduced. The second implication has to do with the direction of linguistic generalizations during acquisition, and can be applied to the explicit teaching of structures in which there is an implicational relationship between them.Finally, we highlight the need to gather evidence to either support or falsify the hypotheses formulated from the typological markedness approach to second language acquisition defended in this paper.</p> Francesc Torres-Tamarit, Maria del Mar Vanrell Bosch Copyright (c) 2021 Francesc Torres-Tamarit, Maria del Mar Vanrell Bosch Fri, 30 Jul 2021 00:00:00 +0200 La retroacció correctiva oral amb estudiants adults poc escolaritzats <p>In recent years, corrective feedback has aroused much interest and a considerable number of studies have been carried out in this field, especially in English as a second or foreign language, but in Catalan as an additional language it is still in its early stages. This article focuses on the oral corrective feedback that the teacher provides to the students when they produce a statement that contains an error in a context of Catalan as an additional language with low-educated adult students of an educational center located in a penitentiary context. Data were collected during 5 lessons that were recorded, transcribed and coded for the analysis. The results of the study show that there is a high number of mistakes of pronunciation and lexicon, apart from frequent use of Spanish (language shared with the teacher) when the students are expected to use Catalan. Furthermore, related with oral corrective feedback, the findings show that the most common strategies are recasts and translations. Prompts are less common, but clarification requests and elicitation stand out. Finally, in most cases, students notice the oral corrective feedback provided. With recasts and translations the number of uptake is very high, but only a third of the cases conduct to repair. Prompts lead students to a correction of the error by the students.</p> Maria Teresa Sans Bertran, Marilisa Birello Copyright (c) 2021 Maria Teresa Sans Bertran, Marilisa Birello Fri, 30 Jul 2021 00:00:00 +0200