Contenido del artículo principal
Resumen
Este trabajo describe las sinergias de programáticas y organizativas entre estudios de lengua y disciplinas académicas para la instrucción basada en contenidos (CBI, por sus siglas en inglés). Se centrará en los beneficios de un planteamiento basado en contenidos para maximizar el aprendizaje y la voluntad del estudiante en contextos disciplinares diferentes. Primero, el artículo examina la colaboración con diferentes partes interesadas. Segundo, se describen maneras de fortalecer la agencia del estudiante a través de contenido profesional. Tercero, se resumen los criterios para la selección de materiales auténticos, se explica el andamiaje lingüístico y se proporcionan ejemplos de tareas que se usan en clases de español que siguen el formato CBI. Cuarto, se destacan innovaciones para evaluar el idioma a través de contenido en clases de español.
Palabras clave
Detalles del artículo
Referencias
- Adair, B., Glisan, E., & Troyan, F. (2015). Implementing Integrated Performance Assessment. ACTFL, Alexandria: Virginia.
- Agustín, M. P. (2017). The Effects of the CLIL Approach in Young Foreign Language Learners’ Lexical Profiles. International Journal of Bilingual Education And Bilingualism, 20(5), 557-573.
- Bernardo, A. & Ruiz, R. (2017). Designing Technology-Mediated Tasks for Language Teaching: A Methodological Framework. Hacettepe Journal of Education, 32(2), 265-279.
- Canzi, N. (2015). (13 March 2018). Identidad. Available at http://nerinacanzi.blogspot.com/2015/03/identidad-24-de-marzo-de-2015-dia.html.
- Cenoz, J. (2015). Content-Based Instruction and Content and Language Integrated Learning: The Same or Different? Language, Culture and Curriculum, 28(1), 8-24.
- Crandall, J. & Kaufman, D. (2003). Content-based instruction in Higher Education Settings. Alexandria: TESOL.
- Cummins, J. (1989). Empowering Minority Students. Sacramento: California Association for Bilingual Education.
- Curtain, H. (1996). Integrating language and content instruction (NFLRC Video #01). Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center. Available at https://scholarspace.manoa.hawaii.edu/handle/10125/10587
- Dafouz, E. & Núñez, B. (2009). CLIL in higher education: Devising a new learning landscape. In E. Dafouz y M.C. Guerrini (Eds.) CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 101-112). Madrid/London: Richmond Publishing.
- Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
- Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
- Gass, S. & Selinker, L. (1994). Second language acquisition: An introductory course. Hilldale, NJ: Lawrence Erlbaum Associates.
- Grabe, W., & Stoller, F. (1997). A six T’s approach to content-based instruction. In M. A. Snow y D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 78-84). New York: Longman.
- Heras, A. & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70-88.
- Kuei-Min, H. (2011). Motivating lessons: A classroom-oriented investigation of the effects of Content-Based instruction on EFL young learner’s motivated behaviors and classroom verbal interaction. System, 39(2), 186-201.
- Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3-18.
- Lasagabaster, D. & Sierra, J. M. (2009). Language Attitudes in CLIL and Traditional EFL Classes. International CLIL Research Journal, 1(2), 4-19.
- Madrid, M., & Madrid, D. (2014). La formación inicial del profesorado para la educación bilingüe. Granada: University of Granada.
- Mearns, T. (2012). Using CLIL to Enhance Pupils Experience of Learning and Raise Attainment in German and Health Education: A Teacher Research Project. Language Learning Journal, 40(2), 175-92.
- Mehisto, P. (2008). CLIL counterweights: Recognizing and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), 93-119.
- Morgado, M. & Coelho, M. (2013). CLIL vs English as the medium of instruction: the Portuguese Higher Education Polytechnic context. Egitania Sciencia, 7(12), 123-145.
- Nuñez, M. P., González, A. & Trujillo, F. (2006). La formación del profesorado de español como Segunda Lengua. Situación actual y propuestas. Textos de Didáctica de la Lengua y la Literatura, 42, 65-80.
- Oliva, P. (2016). El aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) en la enseñanza del español como lengua extranjera en Estados Unidos. Un estudio sobre sus repercusiones en la motivación y la autonomía de los estudiantes. Doctoral dissertation, Universidad de Granada.
- Oliva, P., & Nuñez, M. P. (2014). La integración de lengua y contenidos afines a diferentes carreras universitarias. Latin American Journal of Content and Integrated Learning, 7(2), 103-122.
- Oliva, P., & Nuñez, M. P. (2016). Lengua y contenido significativo para motivar al aprendiente de lengua extranjera. Revista Española de Lingüística Aplicada, 29(1), 270-295.
- Orozco de Mateos, B. (2017). Palabra Virtual. Voz y video en la poesía iberoamericana. Retrieved from https://www.palabravirtual.com/indez.php?ir=ver_video281&t= Madres+de+la+Plaza+de+Mayo&p=Antonio+Gala&o=Antonio+Gala
- Papai, N. D. (2000). Literacy Development through Content Based Instruction: A Case study. Working Papers in Educational Linguistics, 16(2), 81-95.
- Peiró, P. (2018). Contar un aborto en Facebook puede ser muy útil. (28 February 2018). Retrieved from https://elpais.com/elpais/2018/02/21/mujeres/1519226443_126822.html
- Pombhino, V. (2018). Recibirán con una gran fiesta a los jóvenes extranjeros que vienen a estudiar a Buenos Aires. La Nación newspaper. Retrieved from https://www.lanacion.com.ar/2118335-recibiran-conuna-gran-fiesta-a-los-jovenes-extranjeros-que-vienen-a-estudiar-a-buenos-aires
- Romero, Y. (2009). Promoting Language Learning through a Thematic Vocabulary-Based Syllabus in Different Grades. Latin American Journal of Content & Language Integrated Learning, 2(1), 38-45.
- Ruiz, R. (2007). El proceso de lectura en lengua extranjera: de la descodificación a la interpretación. Didáctica (lengua y literatura), 22, 311-324.
- Ruiz de Zarobe, Y., & Zenotz, V. (2018). Learning Strategies in CLIL Classrooms: How Does Strategy Instruction Affect Reading Competence over Time? International Journal of Bilingual Education and Bilingualism, 21(3), 319-331.
- Shaw, P. A. (1997). With one stone: Models of instruction and their curricular implications in an advanced content-based foreign language program. In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education (pp. 259-282). Washington, DC: Georgetown University Press.
- Shrum, J. L., & Glisan, E.W. (2010). Teacher’s Handbook: Contextualized Language Instruction.4th ed. Boston, MA: Heinle Cengage Learning.
- Smit, U. & Dafouz, E. (2012). Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe. Aila Review, 25(1), 1-12.
- Suárez, M. L. (2005). Claves para el éxito del aprendizaje integrado de contenidos y lengua extranjera (AICLE). In Quinta Jornada sobre Aprendizaje Cooperativo del grupo GIAC. Retrieved from http://giac.upc.es/PAG/giac_jac/05/JAC05-MLS.htm
- Surmont, J., Struys, E., Van Den Noort, M., & Van De Craen, P. (2016). The Effects of CLIL
- on Mathematical Content Learning: A Longitudinal Study. Studies in Second Language Learning And Teaching, 6(2), 319-337.
- Swaffar, J., Arens, K., & Bynres, H. (1991). Reading for Meaning: An Integrated Approach to Language Learning. Englewood Cliffs, NJ: Prentice-Hall.
- Tedick, D. (2016). Analyzing Texts. CARLA. Retrieved from https://carla.umn.edu/cobaltt/modu
- les/curriculum/ta_form.html
- Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao y T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 1-8). Bristol: Multilingual Matters.
- Van Lier, L. (2008). Agency in the classroom. In J.P. Lantolf y M.E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). Sheffield: Equinox Publishing
- Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and Second Language Learning (pp. 245-260). Oxford: Oxford University Press
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Mass.: Harvard University Press.
Referencias
Adair, B., Glisan, E., & Troyan, F. (2015). Implementing Integrated Performance Assessment. ACTFL, Alexandria: Virginia.
Agustín, M. P. (2017). The Effects of the CLIL Approach in Young Foreign Language Learners’ Lexical Profiles. International Journal of Bilingual Education And Bilingualism, 20(5), 557-573.
Bernardo, A. & Ruiz, R. (2017). Designing Technology-Mediated Tasks for Language Teaching: A Methodological Framework. Hacettepe Journal of Education, 32(2), 265-279.
Canzi, N. (2015). (13 March 2018). Identidad. Available at http://nerinacanzi.blogspot.com/2015/03/identidad-24-de-marzo-de-2015-dia.html.
Cenoz, J. (2015). Content-Based Instruction and Content and Language Integrated Learning: The Same or Different? Language, Culture and Curriculum, 28(1), 8-24.
Crandall, J. & Kaufman, D. (2003). Content-based instruction in Higher Education Settings. Alexandria: TESOL.
Cummins, J. (1989). Empowering Minority Students. Sacramento: California Association for Bilingual Education.
Curtain, H. (1996). Integrating language and content instruction (NFLRC Video #01). Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center. Available at https://scholarspace.manoa.hawaii.edu/handle/10125/10587
Dafouz, E. & Núñez, B. (2009). CLIL in higher education: Devising a new learning landscape. In E. Dafouz y M.C. Guerrini (Eds.) CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 101-112). Madrid/London: Richmond Publishing.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Gass, S. & Selinker, L. (1994). Second language acquisition: An introductory course. Hilldale, NJ: Lawrence Erlbaum Associates.
Grabe, W., & Stoller, F. (1997). A six T’s approach to content-based instruction. In M. A. Snow y D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 78-84). New York: Longman.
Heras, A. & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70-88.
Kuei-Min, H. (2011). Motivating lessons: A classroom-oriented investigation of the effects of Content-Based instruction on EFL young learner’s motivated behaviors and classroom verbal interaction. System, 39(2), 186-201.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3-18.
Lasagabaster, D. & Sierra, J. M. (2009). Language Attitudes in CLIL and Traditional EFL Classes. International CLIL Research Journal, 1(2), 4-19.
Madrid, M., & Madrid, D. (2014). La formación inicial del profesorado para la educación bilingüe. Granada: University of Granada.
Mearns, T. (2012). Using CLIL to Enhance Pupils Experience of Learning and Raise Attainment in German and Health Education: A Teacher Research Project. Language Learning Journal, 40(2), 175-92.
Mehisto, P. (2008). CLIL counterweights: Recognizing and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), 93-119.
Morgado, M. & Coelho, M. (2013). CLIL vs English as the medium of instruction: the Portuguese Higher Education Polytechnic context. Egitania Sciencia, 7(12), 123-145.
Nuñez, M. P., González, A. & Trujillo, F. (2006). La formación del profesorado de español como Segunda Lengua. Situación actual y propuestas. Textos de Didáctica de la Lengua y la Literatura, 42, 65-80.
Oliva, P. (2016). El aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) en la enseñanza del español como lengua extranjera en Estados Unidos. Un estudio sobre sus repercusiones en la motivación y la autonomía de los estudiantes. Doctoral dissertation, Universidad de Granada.
Oliva, P., & Nuñez, M. P. (2014). La integración de lengua y contenidos afines a diferentes carreras universitarias. Latin American Journal of Content and Integrated Learning, 7(2), 103-122.
Oliva, P., & Nuñez, M. P. (2016). Lengua y contenido significativo para motivar al aprendiente de lengua extranjera. Revista Española de Lingüística Aplicada, 29(1), 270-295.
Orozco de Mateos, B. (2017). Palabra Virtual. Voz y video en la poesía iberoamericana. Retrieved from https://www.palabravirtual.com/indez.php?ir=ver_video281&t= Madres+de+la+Plaza+de+Mayo&p=Antonio+Gala&o=Antonio+Gala
Papai, N. D. (2000). Literacy Development through Content Based Instruction: A Case study. Working Papers in Educational Linguistics, 16(2), 81-95.
Peiró, P. (2018). Contar un aborto en Facebook puede ser muy útil. (28 February 2018). Retrieved from https://elpais.com/elpais/2018/02/21/mujeres/1519226443_126822.html
Pombhino, V. (2018). Recibirán con una gran fiesta a los jóvenes extranjeros que vienen a estudiar a Buenos Aires. La Nación newspaper. Retrieved from https://www.lanacion.com.ar/2118335-recibiran-conuna-gran-fiesta-a-los-jovenes-extranjeros-que-vienen-a-estudiar-a-buenos-aires
Romero, Y. (2009). Promoting Language Learning through a Thematic Vocabulary-Based Syllabus in Different Grades. Latin American Journal of Content & Language Integrated Learning, 2(1), 38-45.
Ruiz, R. (2007). El proceso de lectura en lengua extranjera: de la descodificación a la interpretación. Didáctica (lengua y literatura), 22, 311-324.
Ruiz de Zarobe, Y., & Zenotz, V. (2018). Learning Strategies in CLIL Classrooms: How Does Strategy Instruction Affect Reading Competence over Time? International Journal of Bilingual Education and Bilingualism, 21(3), 319-331.
Shaw, P. A. (1997). With one stone: Models of instruction and their curricular implications in an advanced content-based foreign language program. In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education (pp. 259-282). Washington, DC: Georgetown University Press.
Shrum, J. L., & Glisan, E.W. (2010). Teacher’s Handbook: Contextualized Language Instruction.4th ed. Boston, MA: Heinle Cengage Learning.
Smit, U. & Dafouz, E. (2012). Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe. Aila Review, 25(1), 1-12.
Suárez, M. L. (2005). Claves para el éxito del aprendizaje integrado de contenidos y lengua extranjera (AICLE). In Quinta Jornada sobre Aprendizaje Cooperativo del grupo GIAC. Retrieved from http://giac.upc.es/PAG/giac_jac/05/JAC05-MLS.htm
Surmont, J., Struys, E., Van Den Noort, M., & Van De Craen, P. (2016). The Effects of CLIL
on Mathematical Content Learning: A Longitudinal Study. Studies in Second Language Learning And Teaching, 6(2), 319-337.
Swaffar, J., Arens, K., & Bynres, H. (1991). Reading for Meaning: An Integrated Approach to Language Learning. Englewood Cliffs, NJ: Prentice-Hall.
Tedick, D. (2016). Analyzing Texts. CARLA. Retrieved from https://carla.umn.edu/cobaltt/modu
les/curriculum/ta_form.html
Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao y T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 1-8). Bristol: Multilingual Matters.
Van Lier, L. (2008). Agency in the classroom. In J.P. Lantolf y M.E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). Sheffield: Equinox Publishing
Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and Second Language Learning (pp. 245-260). Oxford: Oxford University Press
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Mass.: Harvard University Press.