¿Se convierte AICLE en un puerto de conexión entre la investigación, la política y la práctica?

DOI:10.5294/laclil.2016.9.1.

The State of Language and Content Instruction in Colombia

Content and language integrated learning (CLIL) is a teaching approach that is becoming increasing popular throughout Colombia. CLIL combines content and language teaching. Research indicates that language learning in a bilingual educational setting could be improved by very specific language teaching. This article describes the state of language and content in Colombia, the underlining principles and the future of CLIL in Colombia

Creating “Glocal” Classrooms to Promote Communication

Creación de aulas “glocales” para promover la comunicaciónCriação de salas de aula “glocais” para promover a comunicaçãoWith the globalization of human activities, it has become gradually more important to improve one’s ability to communicate in an additional language. Today, everyone needs to be able to successfully operate in an increasingly globalized world (Ke, 2015; Youssef, 2014), where new communication styles and cultural perspectives differ, allowing learners greater appreciation and understanding of cultural differences. These differences are key in helping learners adjust to various cultural scenarios that will arise throughout their lives. Thus, it is imperative that learners be prepared for the demands of working and living in an increasingly multicultural and interconnected world, and this preparation can be significantly improved by improving language learning and language instruction. By introducing learners to new cultures, historical perspectives, and ways of living and thinking, language classes (L1, L2, or L3) can offer a unique opportunity for creating “glocal” (global + local) classrooms, allowing learners to cross boarders within the confines of the educational institution...To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)McDougald, J. (2018). Creating “Glocal” Classrooms to Promote Communication. LACLIL, 11(2), 185-192. DOI: 10.5294/laclil.2018.11.2.1 Creación de aulas “glocales” para promover la comunicaciónCriação de salas de aula “glocais” para promover a comunicaçãoWith the globalization of human activities, it has become gradually more important to improve one’s ability to communicate in an additional language. Today, everyone needs to be able to successfully operate in an increasingly globalized world (Ke, 2015; Youssef, 2014), where new communication styles and cultural perspectives differ, allowing learners greater appreciation and understanding of cultural differences. These differences are key in helping learners adjust to various cultural scenarios that will arise throughout their lives. Thus, it is imperative that learners be prepared for the demands of working and living in an increasingly multicultural and interconnected world, and this preparation can be significantly improved by improving language learning and language instruction. By introducing learners to new cultures, historical perspectives, and ways of living and thinking, language classes (L1, L2, or L3) can offer a unique opportunity for creating “glocal” (global + local) classrooms, allowing learners to cross boarders within the confines of the educational institution...To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)McDougald, J. (2018). Creating “Glocal” Classrooms to Promote Communication. LACLIL, 11(2), 185-192. DOI: 10.5294/laclil.2018.11.2.1

Enfoques de AICLE en la educación: oportunidades, desafíos o amenazas?

Our world is constantly changing; hence, the importance of being able to respond to its demands is of utmost importance. There is an enormous need to innovate and create, as well as apply new and/or different ways of doing things in every aspect of life, including education, which has evolved over the years and will continue doing so for years to come. This is why different approaches to learning have appeared (Coyle, 1999, 2009; Deyrich & Kari Stunnel, 2014a), amongst them CLIL (content and language integrated learning), an approach which in its original conception was about teaching and learning not only language but also content.  Nowadays people “need to learn a language to confront the demands of a new society; the studied language may provide a better status and the possibility to use it for different needs” (Rodriguez Bonces, 2012b, p. 180). And what better way could there be to learn it than through a meaningful, real, and contextualized approach such as CLIL? As Rodriguez Bonces (2012a) suggests, CLIL increases motivation since “language is used to fulfill real purposes, its use is authentic and much more meaningful for the students” (p. 183). This argument alone has provided many institutions with a viable option to look for something different in the classroom. doi: 10.5294/laclil.2016.9.2.

Actitudes, percepciones y experiencias de los profesores en AICLE: una mirada al contenido y al lenguaje

This paper is a preliminary report on the “CLIL State of the Art” project in Colombia, drawing on data collected from 140 teachers’ regarding their attitudes toward, perceptions of, and experiences with CLIL (content and language integrated learning). The term CLIL is used here to refer to teaching contexts in which a foreign language (in these cases, English) is the medium for the teaching and learning of non-language subjects. The data that has been gathered thus far reveal that while teachers presently know very little about CLIL, they are nevertheless actively seeking informal and formal instruction in CLIL. Many of the surveyed teachers are currently teaching content areas through English; approximately half of them reported having had positive experiences teaching content and language together, though the remainder claimed to lack sufficient knowledge in content areas. Almost all of the participants agreed that the CLIL approach can benefit students, helping them develop both language skills and subject knowledge (meaningful communication). Nevertheless, there is still considerable uncertainty as to the actual state of the art of CLIL in Colombia; greater clarity here will enable educators and decision-makers to make sound decisions for the future of general and language education.El artículo es un informe preliminar sobre el proyecto “CLIL State-of-the-Art” en Colombia, a partir de los datos recolectados de 140 docentes con respecto a sus actitudes ante las percepciones y experiencias con AICLE (Aprendizaje Integrado de Contenidos y Lengua). El término CLIL (AICLE) se utiliza aquí para referirse al contexto educativo en el que una lengua extranjera (en estos casos, inglés) es el medio para la enseñanza y el aprendizaje de asignaturas que no son de lengua. Los datos que se han recopilado hasta la fecha revelan que aunque los docentes actualmente saben muy poco sobre CLIL, buscan activamente la formación formal e informal en CLIL. Muchos de los docentes encuestados actualmente están enseñando materias de contenido a través del inglés; aproximadamente la mitad de ellos informó haber tenido experiencias positivas de enseñanza de contenidos y lenguaje juntos, aunque el resto manifestó falta de conocimiento suficiente en las áreas de contenido. Casi todos los participantes coincidieron en que el enfoque AICLE puede beneficiar a los estudiantes, ayudándoles a desarrollar tanto las habilidades de lenguaje como conocimiento de la materia (comunicación significativa). Sin embargo, todavía hay una considerable incertidumbre sobre el estado real del enfoque de CLIL en Colombia; mayor claridad aquí permitirá a los educadores y directivos tomar decisiones acertadas para el futuro de la educación general y la educación en lengua

Introducción editorial

Welcome to Volume 7, Issue 2 of the Latin American Journal of Content and Language Integrated Learning (LACLIL). This issue offers insights from researchers on areas related to didactic transposition, vocabulary and gender variation, teacher training, CLIL implementation, vocabulary assessment and CLIL with Spanish as a foreign language. Researchers from a variety of contexts —Argentina, and Spain, as well as different parts of the United States—with a variety of leaners (primary, secondary, and tertiary education), share how CLIL has been working in their context. More and more practitioners are increasingly looking at the multiple ways in which CLIL can be implemented in accordance with their contexts, which serves an indicator that CLIL is starting to make a difference in more educational contexts worldwide

AICLE y la educación se unen: La encrucijada del multilingüismo

It has been only 7 years since both the first issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL) was published and the 1st CLIL Symposium was held at the Universidad de La Sabana in Chía, Colombia in 2008. Over this period, the pace of debate on education and languages has only increased, and growing interest in CLIL (content and language integrated learning) approaches continues to raise new questions for researchers, teachers, policy makers, and learners—indeed, society at large—about the needs for, and challenges of, integrating content and additional (or even first) languages in the classroom and beyon

Escuchando a los docentes de AICLE: una visión general de las percepciones de los docentes bilingües en Bogotá

Content and Language Integrated Learning (CLIL) is an educational approach that combines linguistic and subject-based learning to develop the necessary competencies for success in a globalized world. A mixed-method study researched how CLIL is implemented in (10) K-11 schools in Bogota, Colombia, collecting data from 121 in-service teachers in private schools using an array of instruments, such as surveys, structured interviews, and semi-structured interviews. Using the grounded theory approach, data analysis showed that the participants had limited awareness of the CLIL approach and principles. Accordingly, the findings revealed that there is a need for more focus on fundamental CLIL concepts and more formalized teacher training programs. Furthermore, context-orientated resources also emerged as a priority amongst participants, considering that schools were merely trying to replicate European models of delivering CLIL without clear adaptations or consideration for the voices of local teachers. As a result, bilingual schools in Bogota, which are more inclined to use CLIL-oriented approaches, should establish a network to facilitate CLIL training programs to equip in-service teachers who are immersed in content and language environments.  El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) es un enfoque educativo que combina el aprendizaje de una lengua extranjera con el aprendizaje basado en contenidos para desarrollar las competencias necesarias para tener éxito en un mundo globalizado. Un estudio de método mixto investigó cómo se implementa AICLE en (10) colegios que ofrecen escolarización de grado transición a grado 11 en Bogotá, Colombia. Este estudio recopiló datos de 121 docentes activos en colegios privados utilizando una variedad de instrumentos, como encuestas y entrevistas estructuradas y semiestructuradas. El análisis de datos, realizado a través el enfoque de la teoría fundamentada, mostró que los participantes tenían un conocimiento limitado del método y los principios por los que se guía el AICLE. En consecuencia, se identificó una necesidad sentida de implementar programas de formación que promuevan el entendimiento de los conceptos fundamentales de AICLE. Además, los hallazgos revelaron que los docentes requieren recursos que consideren su contexto, debido a que las escuelas parecen estar replicando los modelos europeos de implementación de AICLE sin considerar las características particulares de la educación en Bogotá. Por lo tanto, los colegios bilingües en Bogotá necesitan crear una red de trabajo docente que facilite la implementación de AICLE

Editorial introduction

Welcome to Volume 8, Issue 1 of the Latin American Journal of Content and Language Integrated Learning (LACLIL). This issue presents a variety of research endeavors on how content and language are being treated at different levels of education. Nowadays, the progression of foreign language teaching and each of its methods and approaches are taking place in a framework in which the term innovation is fundamental. The pace of globalization has been rapidly increasing, strongly affecting cooperation and communication across cultures. This is why it is very important that practitioners and researchers alike participate in making the teaching and learning process much more meaningful in the twenty-first century classroom. Therefore appreciating and analyzing our own cultural perspective against foreign cultural perspective are essential elements in the development of intercultural competenc