¿Realizan los alumnos las tareas de intercambio oral de información en el aula AICLE?

Numerosos estudios prueban que la participación de los estudiantes de segundas lenguas en tareas orales en pequeños grupos promueve aprendizajes (lingüísticos). Sin embargo, los profesores se muestran reacios a implementar dichas tareas porque creen que los alumnos las abandonarán en cuanto les cedan el control de su ejecución. Para explorar qué hacen realmente los alumnos cuando controlan una tarea oral, este artículo estudia los dos tipos de actividad que toda una clase de Educación Secundaria Obligatoria desarrolla mientras trabaja en una tarea por parejas: la actividad orientada hacia la ejecución de dicha tarea (actividad on) y la que supone un abandono de la misma (actividad off). La tarea que se les asigna, un intercambio de información de ciencias naturales en inglés, fue diseñada a partir del enfoque AICLE (Aprendizaje Integrado de Contenidos y Lengua) y la técnica del rompecabezas. El tiempo que invierte cada díada en subtipos de actividad on y off se midió en segundos. Subsiguientemente se calcularon porcentajes. Un resultado destacable es el hecho de que algunos alumnos continuaron utilizando la lengua meta después de abandonar la tarea. Otro indica que casi todas las parejas invirtieron la mayor parte de su tiempo a conversar sobre el tema meta de ciencias naturale

A case study of cross-curricular dialogue as a part of teacher education in the CLIL (Content and Language Integrated Learning) approach

This study is part of a large project on teacher education in the CLIL (Content and Language Integrated Learning) approach to teaching in Spanish secondary-education schools. The study departs from the assumptions that the professionals working on interdisciplinary environments such as CLIL education require an informed appreciation of the perspective of a complementary discipline - either a linguistic or content one (Newell in Chettiparamb 2007: 45) and that cross-curricular dialogue is a tool for obtaining information about what makes it difficult for professionals from different teaching praxes and epistemological traditions to reach agreements about what language and what content to teach and how to integrate these when planning CLIL activities (Escobar Urmeneta 2008). The study explores the professional perspective an expert in the Pedagogy of History offered to an expert in the Pedagogy of English as a Foreign Language. The main results of the analysis are the reconstruction of the former's model for teaching History and his conception of the role of discourse in the Pedagogy of History. These are the basis for identifying potential points for discussion between an expert in the Pedagogy of History and an expert in the Pedagogy of Foreign Languages who have to engage in a process of cross-curricular collaboration to develop CLIL teaching sequence

Teacher education on the CLIL Approach: A case for inclusion of informed appreciations of complementary curricular area

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaUna de les característiques de la societat actual és la gran quantitat d'informació que hi ha a l'abast de tothom. La transmissió de la informació no és actualment un repte de l'escola, pero sí que ho és trobar-la, comprendre-la i llegir-la críticament per poder prendre decisions de manera fonamentada. Quan com a lectors ens enfrontem a la lectura d'un text podem adoptar diferents posicions, però sens dubte la més difícil és la posició crítica, ja que cal realitzar un procés de negociació entre el text i els propis coneixements per poder construir una interpretació. En aquesta ponència s'analitzaran exemples d'activitats, realitzades en el marc de classes de ciències, orientades a aprendre a llegir críticament i a gaudir de la lectura tot apropiant-se dels coneixements propis de l'àrea

AICLE - CLIL - EMILE : educació plurilingüe. Experiencias, research & polítiques

Aquest volum és resultat del projecte R+D+i EDU2010-15783 Discurso Académico en lengua extranjera: Aprendizaje y evaluación de contenidos científicos en el aula multilingüe, finançat pel MICINN.El present volum és el resultat de la selecció de les millors comunicacions presentades en la primera Taula Rodona Internacional TRI-CLIL sobre Aprenentatge Integrat de Continguts i Llengües (AICLE). El congrés va aconseguir reunir professionals de la docència i de la recerca, tant de matèries escolars, llengües estrangeres i llengües considerades oficials o co-oficials a diferents territoris, que esdevenen llengües addicionals per a la població escolar migrada

A case study of cross-curricular dialogue as a part of teacher education in the CLIL (Content and Language Integrated Learning) approach

This study is part of a large project on teacher education in the CLIL (Content and Language Integrated Learning) approach to teaching in Spanish secondary-education schools. The study departs from the assumptions that the professionals working on interdisciplinary environments such as CLIL education require an informed appreciation of the perspective of a complementary discipline - either a linguistic or content one (Newell in Chettiparamb 2007: 45) and that cross-curricular dialogue is a tool for obtaining information about what makes it difficult for professionals from different teaching praxes and epistemological traditions to reach agreements about what language and what content to teach and how to integrate these when planning CLIL activities (Escobar Urmeneta 2008). The study explores the professional perspective an expert in the Pedagogy of History offered to an expert in the Pedagogy of English as a Foreign Language. The main results of the analysis are the reconstruction of the former's model for teaching History and his conception of the role of discourse in the Pedagogy of History. These are the basis for identifying potential points for discussion between an expert in the Pedagogy of History and an expert in the Pedagogy of Foreign Languages who have to engage in a process of cross-curricular collaboration to develop CLIL teaching sequence

¿Realizan los alumnos las tareas de intercambio oral de información en el aula AICLE?

Numerosos estudios prueban que la participación de los estudiantes de segundas lenguas en tareas orales en pequeños grupos promueve aprendizajes (lingüísticos). Sin embargo, los profesores se muestran reacios a implementar dichas tareas porque creen que los alumnos las abandonarán en cuanto les cedan el control de su ejecución. Para explorar qué hacen realmente los alumnos cuando controlan una tarea oral, este artículo estudia los dos tipos de actividad que toda una clase de Educación Secundaria Obligatoria desarrolla mientras trabaja en una tarea por parejas: la actividad orientada hacia la ejecución de dicha tarea (actividad on) y la que supone un abandono de la misma (actividad off). La tarea que se les asigna, un intercambio de información de ciencias naturales en inglés, fue diseñada a partir del enfoque AICLE (Aprendizaje Integrado de Contenidos y Lengua) y la técnica del rompecabezas. El tiempo que invierte cada díada en subtipos de actividad on y off se midió en segundos. Subsiguientemente se calcularon porcentajes. Un resultado destacable es el hecho de que algunos alumnos continuaron utilizando la lengua meta después de abandonar la tarea. Otro indica que casi todas las parejas invirtieron la mayor parte de su tiempo a conversar sobre el tema meta de ciencias naturale

A Case of Expert-Novice Conversational Reflection During an Initial Education Practicum on the CLIL Approach

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaIn nearly all pre-service teacher education programmes, the most common model of professionalization consists in providing student-teachers with opportunities to apply knowledge gained in a theoretical phase in a systematic, structured and supervised way (Molina Ruiz 2008) during the practicum period, in accordance with the principles of Technical Rationality (Schön 1983). Schön identifies gaps between the situations in which acquired theories can be applied and actual practical situations, in which complexity, uncertainty, instability, uniqueness, and value-conflict are at play. He proposes an alternative model based on reflection in and on action. The first notion consists in thinking about what professionals are doing at a given situation "and, in the process, evolving their way of doing it" (Schön 1983: 56). Conversely, reflection on action, which takes place after the situation, is the process through which the practitioner makes explicit the theories of action used to solve the problem and evaluates them. Therefore, cycles of reflection in and on practice enable student-teachers to turn practicum experiences into opportunities to study their practice and thus enhance their professional knowledge and skills. From an empirical point of view, reflection on action is relatively easy to capture in sessions and assignments that precede or follow periods of teaching practice. In contrast, sequences of reflection in action and the outcomes of that reflection in terms of professional development are hardly ever identified and described. The present paper forms part of a large teacher education project on CLIL which aims to analyse the process of mentoring in pre-service teacher education and the role the school tutor (an experienced practitioner) plays in the provision of feedback in the early phases of the practicum period. In our presentation we will examine how a constant conversational reflection in and on practice (Schön 1983) between the tutor and the student-teacher yields significant improvement in the skills of the latter to design and carry out CLIL activities. More concrete, we will focus on how feedback on central teaching skills is provided and how the student-teacher uses this information to adjust her teaching strategies to students' characteristics and needs. The analysed empirical data consist of transcripts of video-taped CLIL lessons, tutoring and feedback sessions, observer's field notes, and student-teacher's written productions (a self-observation report and a practicum journal). The perspective adopted for their analysis is emic, i.e. attention is paid to the phenomena that the informants make relevant in their discourse and to the meaning that they give them. The analytical framework to interpret the data is based on sociocultural theory (Vygotsky 1978; Lantolf and Appel 1994; Lantolf and Pavlenko 1995; Lantolf 2000) and the notion of 'communities of practice' (Lave 1991; Rogoff, Matusov, and White 1996; Wenger 1998). The former states that social interaction is the learning context and purpose. Interaction, in turn, is considered to be linked to cognition through locally situated verbal activity. The latter regards learners as newcomers to a community of professional practitioners, who must undergo a process of socialization before becoming its fully active members

AICLE - CLIL - EMILE : educació plurilingüe. Experiencias, research & polítiques

Aquest volum és resultat del projecte R+D+i EDU2010-15783 Discurso Académico en lengua extranjera: Aprendizaje y evaluación de contenidos científicos en el aula multilingüe, finançat pel MICINN.El present volum és el resultat de la selecció de les millors comunicacions presentades en la primera Taula Rodona Internacional TRI-CLIL sobre Aprenentatge Integrat de Continguts i Llengües (AICLE). El congrés va aconseguir reunir professionals de la docència i de la recerca, tant de matèries escolars, llengües estrangeres i llengües considerades oficials o co-oficials a diferents territoris, que esdevenen llengües addicionals per a la població escolar migrada