Fostering communicative competence and relevant subcompetences in a CLIL context in Primary Education
Fecha
2024-05-15
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Jaén: Universidad de Jaén
Resumen
La intención general de este Trabajo de Fin de Máster es verificar si la vocación y el talento de los maestros, tanto de lengua como de asignaturas de contenidos, pueden realzar el rendimiento y los resultados de AICLE por parte de los estudiantes que aumentan la competencia comunicativa dentro de un ambiente educativo en el que la competencia lingüística y otras subcompetencias están implicadas en esta etapa inicial de Educación Primaria. En consecuencia, la integración de la lengua inglesa para explicar y clarificar los contenidos expuestos es esencial para alcanzar ese objetivo principal de insertar el bilingüismo en las escuelas públicas. Además, los docentes de AICLE contarán con la colaboración externa de los profesores auxiliares de inglés conversacional o audición y lenguaje (AL) para que las complejidades lingüísticas y gramaticales sean resueltas en el transcurso de las sesiones.
The general intention of this Master’s Degree is to verify if the vocation and talent of both language and content teachers can enhance CLIL output and outcome by students raising Communicative competence within an educative atmosphere in which Linguistic competence and more subcompetences are involved in this initial Primary Education Stage. As a consequence, the integration of the English language to explain and clarify the contents exposed is essential to attain that main goal of inserting bilingualism in public schools. In addition, CLIL teachers will count with the external collaboration of Language Assistants (LAs) in order that linguistic and grammar complexities will be solved during the course of sessions.
The general intention of this Master’s Degree is to verify if the vocation and talent of both language and content teachers can enhance CLIL output and outcome by students raising Communicative competence within an educative atmosphere in which Linguistic competence and more subcompetences are involved in this initial Primary Education Stage. As a consequence, the integration of the English language to explain and clarify the contents exposed is essential to attain that main goal of inserting bilingualism in public schools. In addition, CLIL teachers will count with the external collaboration of Language Assistants (LAs) in order that linguistic and grammar complexities will be solved during the course of sessions.