Students’ motivation and learning in the CLIL Class. A student-centred approach.
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2023-10-24
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Jaén: Universidad de Jaén
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(ES)AICLE se ha convertido en una herramienta importante para alcanzar el objetivo propuesto por la Comisión Europea en el dominio de lenguas extranjeras en sus ciudadanos (Lasagabaster & Sierra 2009:15). Según Marsh & Langé (2002:2) a través del innovador enfoque dual de AICLE, el contenido y la lengua se enseñan de una forma integrada. La motivación es considerada una de las influencias más importantes en el aprendizaje, en consecuencia, las pedagogías innovadoras en el aula como la gamificación, el aprendizaje cooperativo, el aprendizaje basado en proyectos, tareas y las TICs junto a la motivación, podría ser beneficiosas en el aula, ya que atienden a los diversos estilos de aprendizaje. Por lo tanto, las contribuciones de las principales teorías sobre motivación en el ámbito educativo y su relación con el aprendizaje de una lengua extranjera a través de metodologías centradas en el estudiante como AICLE, serán examinadas en este documento.
(EN)CLIL approach has become an essential tool in supporting the achievement of the European Commission's objective of improving the foreign language proficiency of its citizens (Lasagabaster & Sierra 2009:15). Defined by Marsh & Langé (2000:2) as a dual-focus educational approach in which an additional language is used for the learning and teaching of both content and language, CLIL has become a key area of curricular innovation. Furthermore, motivation is regarded as one of the most powerful influences on learning. The combination of innovative classroom pedagogies such as gamification, cooperative learning, project-based learning, task-based learning and ICTs and motivation, could be beneficial in the classroom, as they promote procedures of diverse learning styles. Therefore, the contributions of relevant disciplines and theories about motivation in the educational field and its relationship with second language learning through student-centred methodologies such as CLIL will be examined in this dissertation.
(EN)CLIL approach has become an essential tool in supporting the achievement of the European Commission's objective of improving the foreign language proficiency of its citizens (Lasagabaster & Sierra 2009:15). Defined by Marsh & Langé (2000:2) as a dual-focus educational approach in which an additional language is used for the learning and teaching of both content and language, CLIL has become a key area of curricular innovation. Furthermore, motivation is regarded as one of the most powerful influences on learning. The combination of innovative classroom pedagogies such as gamification, cooperative learning, project-based learning, task-based learning and ICTs and motivation, could be beneficial in the classroom, as they promote procedures of diverse learning styles. Therefore, the contributions of relevant disciplines and theories about motivation in the educational field and its relationship with second language learning through student-centred methodologies such as CLIL will be examined in this dissertation.