Implementación de contenidos y guía metodológica de aprendizaje integrado de lenguaje para mejorar el aprendizaje de ciencias en inglés
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Publicado:
dic 29, 2023
Palabras clave:
AICLE, EFL, Enseñanza de las Ciencias, Pedagogía
Contenido principal del artículo
Resumen
El estudio revisa y aplica el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en el ámbito de la enseñanza de ciencias impartidas en idioma inglés como lengua extranjera (EFL). Aborda la necesidad de adaptar el aprendizaje de otra lengua a los dominios específicos de ciencias. Se tomaron 114 estudiantes de séptimo nivel que participan en el programa bilingüe del Centro Educativo Internacional La Moderna. El objetivo de la investigación es mejorar el manejo del idioma y la comprensión de los principios científicos a través de un enfoque integrado. Los resultados de demuestran favorable la influencia del marco metodológico AICLE en los logros académicos, las actitudes y el entusiasmo de los estudiantes. Los resultados corroboran las ventajas de integrar lenguaje y contenido para fomentar destrezas lingüísticas, y facilitar la comprensión de nociones científicas complejas. Este estudio contribuye al acervo de conocimientos sobre la aplicación práctica de las técnicas AICLE y sus implicaciones para la enseñanza de ciencias. Además, denota el potencial de AICLE como instrumento pedagógico para mejorar la competencia lingüística y comprensión de contenidos de asignatura al mismo tiempo. Así, fomenta una experiencia educativa holística estudiantes de ciencias en programas educativos bilingües EFL.
Detalles del artículo
Cómo citar
Maldonado Chauca, A., Pérez Ortiz, C., & Campoverde Lopez, J. (2023). Implementación de contenidos y guía metodológica de aprendizaje integrado de lenguaje para mejorar el aprendizaje de ciencias en inglés. Identidad Bolivariana, 7(3), 143-166. https://doi.org/10.37611/IB7ol3143-166
Sección
Articulos Originales
Citas
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Babbie, E. R. (2019). The Practice of Social Research. Cengage Learning.
Best, J. W. & Kahn, J., (2006). Research in Education. New Delhi.
Bybee, R. W. (2014). The case for STEM education: Challenges and opportunities. NSTA Press.
Cenoz, J., & Ruiz de Zarobe, Y. (2015). Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum, 28(1), 1-7.
Coyle, D. (2013). CLIL: Content and language integrated learning. Cambridge University Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning.
Creswell, J. (2012). Educational research: planning, conducting, evaluating, quantitative and qualitative research (4th Edition ed.). United States of America: Pearson Education Inc. http://repository.unmas.ac.id/medias/journal/EBK-00121.pdf
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Encyclopedia of language and education (2nd ed., pp. 71-83). Springer.
Dafouz, E., & Guerrini, M. C. (2022). Assessment in CLIL. Cambridge Scholars Publishing.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Publishing.
Dalton-Puffer, C., Hüttner, J., & Llinares, A. (2022). CLIL in the 21st Century: Retrospective and prospective challenges and opportunities. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.21021.dal
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research. Sage Publications.
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). International perspectives on CLIL: Research on content and language integrated learning. Bristol: Multilingual Matters.
Hidalgo-McCabe, B., & Sancho Guinda, C. (2019). The Language of CLIL: Content and Language Integrated Learning. Cambridge Scholars Publishing.
Lasagabaster, D., & de Zarobe, Y. R. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing.
Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38(5), 688-712.v. https://www.researchgate.net/publication/284709599 _A_Longitudinal_Study_on_the_Impact_of_CLIL_on_Affective_Factors
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.
Llinares, A., & Morton, T. (2017). CLIL in action: Voices from the classroom. Cambridge University Press.
Llinares, A., Morton, T., & Whittaker, R. (2018). The Roles of Language in CLIL. Cambridge University Press.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins Publishing.
Marsh, D. (2002). CLIL/EMILE - The European dimension: Actions, trends and foresight potential. Research Centre for English and Applied Linguistics, University of Cambridge.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan.
Mehisto, P. (2017). CLIL essentials. Cambridge, UK: Cambridge University Press.
Merriam, S. B. (2019). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass. National Science Teachers Association. (2020). The nature of science. https://www.nsta.org/teaching-science/elementary- school/stem-science-and-language-learning/nature-science
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Nikula, T. (2010). CLIL learning: Achievement levels and affective factors. Language and Education, 24(2), 107-121.
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Sage Publications.
Pérez Cañado, M. L. (2017). The impact of CLIL on affective factors and vocabulary learning. In V.
Pavón Vázquez, M. L. Pérez Cañado, & R. Sánchez Pérez (Eds.), Content-based language learning in multilingual educational environments (pp. 33-47). Springer.
Ruiz de Zarobe, Y., & Jiménez Catalán, R. M. (Eds.). (2009). Content and language integrated learning: Evidence from research in Europe. Multilingual Matters.
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
Taylor Bogdan,& De Vault. . (2016). Introduction to Qualitative Research Methods: A Guidebook .
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.