Open AccessFrom Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks
Author(s) -
Maha Soliman
Publication year - 2021
Publication title -
latin american jorunal of content and language integrated learning/latin american journal of content and languaje integrated learning
Language(s) - English
Resource type - Journals
eISSN - 2322-9721
pISSN - 2011-6721
DOI - 10.5294/laclil.2021.14.1.6
Subject(s) - selection (genetic algorithm) , reading (process) , psychology , content analysis , mathematics education , representation (politics) , focus (optics) , teaching method , pedagogy , process (computing) , linguistics , computer science , sociology , artificial intelligence , social science , philosophy , physics , optics , politics , political science , law , operating system
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.