Jennifer Garcia

Determining teachers' perceptions of Content and Language Integrated Learning (CLIL) in elementary classrooms is crucial for enhancing its effectiveness, overcoming practical challenges, and ensuring sustainable integration in diverse educational settings. Therefore, this literature review aims to analyze and synthesize the existing literature regarding CLIL usage by EFL teachers at the elementary level in Spain, Indonesia, Croatia, the Republic of Poland, Austria, Greece, Taiwan, Ireland, Kazakhstan, and Ecuador, focusing on both the benefits and obstacles they encounter. Using a qualitative bibliographic approach, the study analyzes, categorizes, and synthesizes relevant data from selected peer-reviewed articles. Findings are categorized into two main areas: (1) Teachers’ limitations, including lack of training, teacher workload, lack of content expertise, and collaboration between CLIL and non-CLIL educators; and (2) benefits, focusing on students’ and teachers’ roles, content and language knowledge improvement, authentic language use, and enhancement of students’ motivation and engagement. These findings provide educators with a comprehensive understanding of CLIL implementation, enabling them to make informed decisions about its potential benefits for their student’s learning process.

This article examines whether the folk concept of DISCRIMINATION is inherently evaluative or purely descriptive. Two corpus analyses reveal a historical shift, with “discrimination” evolving from a neutral to an evaluative term. The results of a cancelability test show that denying the evaluative aspect of “discriminatory” leads to contradictions, indicating the communication of moral judgment by default. In a vignette study, we demonstrate that cases often cited as examples of descriptive discrimination are judged either non-discriminatory or morally wrongful. These results support the Moralized View, challenging the Descriptive View, and propose DISCRIMINATION to be a thick concept blending descriptive and evaluative content.

Immer öfter werden der Natur eigene Rechte zugesprochen. Rund um den Globus helfen sie gefährdeten Ökosystemen, sich gegen schädliche Wirtschaftsinteressen zu verteidigen. Seit ihrer Einführung in die ecuadorianische Verfassung im Jahre 2008 wurden Rechte der Natur unter anderem in Bolivien, Kanada, Kolumbien, Neuseeland und den USA eingeführt. Zuletzt in Spanien zum Schutz einer Salzwasserlagune. Dieses Buch zeigt, wie die Idee der Rechte der Natur entstand, wie sie immer mehr an Fahrt aufnahm und wie sie uns künftig helfen kann, die Natur und gefährdete Ökosysteme zu schützen. Dabei begibt es sich auf die Reise durch verschiedene Länder und Kontinente und stellt konkrete Anwendungsfälle und Initiativen vor.