El uso de AICLE en cienciasuna experiencia en Eslovaquia

  1. Azucena Barahona Mora 1
  2. María de la Fe de la Torre Guerra 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Gymnázium bilingválne. Žilina
Journal:
Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas

ISSN: 1699-6569

Year of publication: 2019

Volume: 13

Issue: 27

Pages: 97-110

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas

Abstract

CLIL is a dual-teaching approach of non-linguistic content and a foreign language in which both are integrated with the aim of achieving parallel learning. It promotes the stimulation of the cognitive abilities of the students and improves the amount of information they receive through the new language. Therefore, it is very convenient in the context of the bilingual education. This paper offers, on the one hand, the characteristics that comprise the CLIL approach and how it can be implemented in the classroom and, on the other hand, the procedure and the results of a CLIL activity performed in Chemistry in a Spanish-Slovak bilingual school.

Bibliographic References

  • Cambridge English. (2011). Teaching Science through English–a CLIL approach. ESOL Examinations. Cambridge: University of Cambridge.
  • Coyle, D. (1999). The next stage? Is there a Future for the Present? The legacy of the ‘communicative approach’. Francophonie, 1 (19), 13-16.
  • Coyle, D. , Hood, P. , & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
  • Estaire, S. , & Zanón, J. (2010). El diseño de unidades didácticas mediante tareas en la clase de español. Monográficos marcoELE, 11, 410-418.
  • Eurydice Network. (2006). Content and language integrated learning (CLIL) at school in Europe. Brussels, Belgium: Eurydice.
  • Halbach, A. (2011). Same but different: la enseñanza de la lengua extranjera en el proyecto bilingüe. En T. Hernández González y A. Halbach (Coords. ), Retos de la educación bilingüe (pp. 24-37). Madrid: Secretaría de Estado de Educación y Universidad (MECD).
  • Harwood, R. , y Chadwick, T. (2015). Breakthrough to CLIL for Chemistry. Cambridge: Cambridge University Press. Mäsch, N. (1993). Grundsätze des bilingual deutsch-französischen Bildungsgangs an Gymnasien in Deutschland. Der fremdsprachliche Unterricht Französisch, 27 (1), 4-8.
  • Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro, 21, 15-33.
  • Mehisto, P. , Marsh, D. , & Frigols, M. J. (2008). Uncovering CLIL content and language integrated learning in bilingual and multilingual education. Londres: Macmillan.
  • Pavón, V. , & Rubio, F. (2010). Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum14, 45-58.
  • Pena Díaz, C. , & Porto Requejo, M. D. (2008). Teacher beliefsin a CLIL education project. Porta Linguarum, 10, 151-161.
  • Pérez Cañado, M. L. (2016). From the CLIL craze to the CLIL conundrum: addressing the current CLIL controversy. Bellaterra: journal of teaching and learning language and literature, 9 (1), 9-31.
  • San Isidro, X. (2018)Innovations and Challenges in CLIL Implementation in Europe. Theory Into Practice, 57 (3), 185-195.
Data source: Dialnet