Content and Language Integrated Learning Based on flipped classroom: A flipped music CLIL didactic proposal
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2020-11-19
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[ES] La promoción del plurilingüismo por parte de la Junta de Andalucía en las últimas dos décadas ha favorecido el desarrollo del aprendizaje integrado de idiomas y áreas no lingüísticas, así como la promoción de metodologías centradas en el alumnado, las cuales favorecen actitudes positivas hacia el aprendizaje, contextos reales de comunicación en el aula y enfoques metodológicos modernos como el aprendizaje basado en tareas y proyectos, el aprendizaje invertido y el uso de las TIC. Teniendo esto en cuenta, este trabajo ofrece una propuesta didáctica de música AICLE invertida con dos propósitos: familiarizar al profesorado de música en servicio y en formación con ejemplos de sesiones de música AICLE invertidas que les permitan diseñar las suyas y, por otro lado, proporcionar al personal investigador una propuesta didáctica que les permita contrastar su efecto (tanto en L2 como en el aprendizaje de contenido) con el obtenido en lecciones AICLE no invertidas.
[EN]The promotion of plurilingualism by the Regional Government of Andalusia in the last two decades has fostered the development of integrated language learning and non-linguistic areas, as well as the promotion of student-centred methodologies, which favour both positive attitudes towards learning and real communication contexts in the classroom and modern methodological approaches such as task and project-based learning, flipped learning, and the use of Information and Communication Technology. Bearing all of this in mind, this MA Dissertation provides a flipped music CLIL didactic proposal with a twofold purpose: to acquaint pre-service and in-service music teachers with examples of flipped music CLIL sessions that allow them to design theirs, and, on the other hand, to provide researchers with a didactic proposal that will allow them to contrast its effect (both on L2 and content learning) with that obtained in non-flipped CLIL lessons.
[EN]The promotion of plurilingualism by the Regional Government of Andalusia in the last two decades has fostered the development of integrated language learning and non-linguistic areas, as well as the promotion of student-centred methodologies, which favour both positive attitudes towards learning and real communication contexts in the classroom and modern methodological approaches such as task and project-based learning, flipped learning, and the use of Information and Communication Technology. Bearing all of this in mind, this MA Dissertation provides a flipped music CLIL didactic proposal with a twofold purpose: to acquaint pre-service and in-service music teachers with examples of flipped music CLIL sessions that allow them to design theirs, and, on the other hand, to provide researchers with a didactic proposal that will allow them to contrast its effect (both on L2 and content learning) with that obtained in non-flipped CLIL lessons.