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3 results

  • 11 - Some Elements of Family History and Language Biography

  • Edited by Gail Prasad, York University, Toronto, Nathalie Auger, Emmanuelle Le Pichon Vorstman, University of Toronto
  • Book:
    Multilingualism and Education
    Published online:
    02 June 2022
    Print publication:
    09 June 2022, pp 92-103

  • Summary

    Daniel Coste, the father of what has been coined “ plurilingual competence,” demonstrates "the intricacy of the historical, territorial, patrimonial, migratory, even ethnic and religious, and always economic, social, and political aspects that, depending on various configurations, affect the representations and positionings of social actors with regard to linguistic plurality." He helps us to tease apart “chosen plurilingualisms from forced plurilingualisms" and to remember that there are "unfortunate, insecure, perhaps handicapping plurilingualisms.”

  • 8 - Lessons to Be Learned

  • from Part III - New Knowledge and Future Directions
  • Edited by Kim Bower, Sheffield Hallam University, Do Coyle, University of Edinburgh, Russell Cross, University of Melbourne, Gary N. Chambers, University of Leeds
  • Book:
    Curriculum Integrated Language Teaching
    Published online:
    27 July 2020
    Print publication:
    09 July 2020, pp 145-164

  • Summary

    This chapter focuses on how integrated curriculum planning and implementation in a trilingual setting might provide useful insights for those working with CLIL, across what would appear to be very different and specific linguistic contexts including multilingual and Anglophone contexts. We draw on relevant lessons learned from a detailed longitudinal case study in Galicia to highlight key areas for consideration and analysis across different contexts. This experience emphasized four key factors that emerged from the study that we suggest are transferable to other linguistic contexts: training/professional learning for teachers, a literacies approach that facilitates pluriliteracies development, teacher collaboration where language and content teachers co-construct the CLIL curriculum together and implement their designs across CLIL lessons and ownership of CLIL pedagogies.

  • P032: Identifying the bleeding and thrombosis learning needs of the Free Open Access Medical education (FOAM) community

  • T.M. Chan, D. Jo, MD Candidate, A. Shih, V. Bhagirath, C. Yeh, L. Castellucci, B. Thoma, K. de Wit
  • Journal:
    Canadian Journal of Emergency Medicine / Volume 19 / Issue S1 / May 2017
    Published online by Cambridge University Press:
    15 May 2017, pp. S88-S89
    Print publication:
    May 2017
    • Article
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  • Introduction: Developing structured online educational curricula that meet learner needs is challenging. Thrombosis and bleeding are areas of innovation and change in emergency medicine. We aimed to determine the learning needs of the Free Open Access Medical education (FOAM) community with the subsequent goal of developing structured curricula to meet them. Methods: A Massive Online Needs Assessment (MONA) was conducted to determine the perceived and unperceived educational needs in thrombosis and bleeding. The survey was designed by a multidisciplinary team of experts and was open from September 20 to December 10, 2016. The survey requested limited demographic information and contained questions to identify topics of interest. Respondents’ baseline knowledge and unperceived needs were assessed using 5 case scenarios containing 3 questions each. Knowledge gaps were defined a priori as topics where <50% of participants answered correctly. Results: We received 198 complete responses by staff physicians (n=109), residents (n=46), medical students (n=29) and allied health professionals (n=14) from 20 countries. 116/198 responses were from people working in emergency medicine. Topics of interest to participants included choice of anticoagulants, interruption of anticoagulation, management of bleeding and monitoring anticoagulation. Knowledge gaps were identified in 4 main areas including interruption of anticoagulation, management of bleeding (including reversal of anticoagulation and massive transfusion), inherited thrombophilia, and screening for malignancy in acute thrombosis. Conclusion: We have identified six priority topics to cover in our future online Thrombosis and Bleeding curriculum by surveying the online medical community. Although perceived and unperceived needs showed high congruence, two priority topics were only identified by assessing unperceived needs.