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Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

100%
Banegas D. L.
Studies in Second Language Learning and Teaching
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2012
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vol. 2
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issue 1
111-136
EN
In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.
2
Publication available in full text mode
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Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

100%
Banegas D. L.
Studies in Second Language Learning and Teaching
|
2012
|
vol. 2
|
issue 1
111-136
EN
In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.
3
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Validation of the Study Burnout Inventory and the Copenhagen Burnout Inventory for the use among medical students

75%
Todorovic J., Terzic-Supic Z., Divjak J., Stamenkovic Z., Mandic-Rajcevic S., Kocic S., Ukropina S., Markovic R., Radulovic O., Arnaut A., Piperac P., Mirkovic M., Nesic D.
International Journal of Occupational Medicine and Environmental Health
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2021
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vol. 34
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issue 6
737-745
EN
ObjectivesThe aim of this study was to assess the validity and reliability of the Serbian versions of the Copenhagen Burnout Inventory (CBI) and the Study Burnout Inventory (SBI) among fifth-year medical students at 5 universities in Serbia.Material and MethodsThe study included 573 fifthyear medical students at 5 universities in Serbia. The research instrument consisted of SBI and CBI. The reliability of these instruments was assessed using an internal consistency measure (Cronbach’s α), an intra-class coefficient (ICC) and factor analysis.ResultsCronbach’s α for SBI was 0.83, including for exhaustion 0.73, for cynicism 0.70, and for inadequacy 0.48. The test-retest reliability (ICC) was 0.75. Cronbach’s α for personal burnout on CBI was 0.89, for the faculty-related burnout 0.86, and for the faculty-members-related burnout 0.92. Cronbach’s α for CBI was 0.93. The factor analysis for SBI showed 2 factors and for CBI 3 factors.ConclusionsThis study revealed that the Serbian versions of both SBI and CBI could be used for the assessment of burnout in this population.
4
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Relationships of work-related psychosocial risks, stress, individual factors and burnout – Questionnaire survey among emergency physicians and nurses

75%
Ilić I. M., Arandjelović M. Ž., Jovanović J. M., Nešić M. M.
Medycyna Pracy
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2017
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vol. 68
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issue 2
167-178
EN
Background Psychosocial risks represent a great challenge for safety and health protection at work in Europe. The purpose of this study has been to determine the relationships of psychosocial risks arising from work, stress, personal characteristics and burnout among physicians and nurses in the Emergency Medical Service (EMS). Material and Methods We performed a cross-sectional study based on a questionnaire survey which contained the Copenhagen Psychosocial Questionnaire (COPSOQ) and Copenhagen Burnout Inventory (CBI). Results A total of 88 physicians and 80 nurses completed the survey. Physicians demonstrated higher emotional (mean (M) ± standard deviation (SD) = 74.57±16.85) and cognitive (M±SD = 75.95±13.74) demands as compared to nurses. Both groups had high sensory demands and responsibilities at work, in spite of the low degree of their autonomy. The meaning of work, commitment to the workplace, and insecurity at work were high for both groups. Among all participants, stressful behavior and reactions were within the limits of low values (< 40) and coping strategies showed high values (> 60). Personal and patient-related burnout was high for both groups, where physicians were significantly affected by work-related burnout. The influence at work, degree of freedom at work, social support, sense of coherence, mental health, and problem-focused coping are negatively related to work-related burnout. Conclusions Based on personal factors and coping styles, emergency physicians and nurses are representing a self-selective professional group that meets high work demands, great responsibility, strong commitment and insecurity at work. Burnout of physicians and nurses in the EMS tends to be ignored, although it has severe consequences on their mental and general health. Med Pr 2017;68(2):167–178
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