<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202018000400142</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Initiation-response-feedback in content language integrated learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Iniciación-respuesta-retroalimentación en el idioma de contenido aprendizaje integrado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campuzano]]></surname>
<given-names><![CDATA[José Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República del Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>10</volume>
<numero>4</numero>
<fpage>142</fpage>
<lpage>146</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202018000400142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202018000400142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202018000400142&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Oral proficiency has been considered as every language learner&#8217;s main objective. After all, speaking is considered to be the evidence that an individual is able to master a language since real and meaningful communication is achieved. Regardless of this, many Ecuadorian language classrooms, especially in high school education, tend to rely on structure and accuracy resulting in grammar-based lessons only. This situation is a main concern in Content Language Integrated Learning (CLIL) since educators are focusing on the content and disregarding the language component of this approach. As a result, the original purpose of teaching language through content that CLIL offers is not attained. While some people might believe that real communication is not feasible in a classroom, research states that teacher-student interaction is very similar to parent-child interaction. Therefore, this paper aims to introduce CLIL teachers to the Initiation-Response-Feedback (IRF) approach as a technique to ensure meaningful communication takes place in the language classroom. Different types of IRF models are presented and a clear distinction between them is explained. Moreover, the advantages and disadvantages of this approach are discussed in detail so that language teachers can fully exploit it in their own settings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La competencia oral se ha considerado como objetivo principal de todo estudiante de idioma. Después de todo, el habla se considera como la evidencia de que un individuo es capaz de dominar un idioma ya que se logra una comunicación real y significativa. A pesar de esto, muchas clases de inglés en Ecuador, especialmente en educación secundaria, tienden a enfocarse en estructura y precisión dando como resultado lecciones basadas solamente en gramática. Esta situación es una preocupación principal en Conten Language Integrated Learnings (CLIL) ya que los educadores están centrándose en el contenido y sin tener en cuenta el componente de lenguaje de este enfoque. Como resultado, no se alcanza el propósito original de enseñanza de lengua a través de contenido que CLIL ofrece. Mientras que algunas personas podrían creer que una comunicación real no es factible en el aula, investigaciones afirman que la interacción profesor-alumno es muy similar a la interacción entre padres e hijos. De esa forma, este trabajo pretende introducir a profesores de CLIL con el enfoque de Iniciación-Respuesta-Feedback (IRF) como una técnica para garantizar una comunicación significativa en la clase de idiomas. Se presentan diferentes tipos de modelos IRF y se hace una clara distinción entre ellos. Por otra parte, las ventajas y desventajas de este enfoque se analizan con detalle para que profesores de idiomas puedan explotarlo en su totalidad en sus propios contextos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Foreign language education]]></kwd>
<kwd lng="en"><![CDATA[oral production]]></kwd>
<kwd lng="en"><![CDATA[language integrated]]></kwd>
<kwd lng="es"><![CDATA[Educación de lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[producción oral]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje integrado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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