Stakeholder perceptions on CLIL in Guatemala: A mixed methods case study
Fecha
2020-11-18
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
[ES]El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) ha empezado a usarse en Guatemala como una metodología que mejora las capacidades de los estudiantes en la lengua extranjera y por ello aún son escasas las investigaciones sobre AICLE en dicho país. Este Trabajo Fin de Máster contribuye a rellenar ese vacío de conocimiento a través de un estudio para determinar las percepciones de estudiantes y profesores de un centro bilingüe privado guatemalteco con respecto al desarrollo de los alumnos en la lengua extranjera, la formación de los docentes, las metodologías, materiales y recursos, la evaluación, la movilidad, la coordinación y organización entre profesores y la motivación de los estudiantes hacia la lengua extranjera. Los resultados revelan que las partes interesadas perciben favorablemente los aspectos anteriormente mencionados, aunque al hacer comparativas intra e intergrupales se encuentran diferencias estadísticamente significativas que permiten determinar ciertas tendencias en las opiniones expresadas por ambas cohortes.
[EN]Content and Language Integrated Learning (CLIL) is starting to spur interest in Guatemala as a teaching-learning methodology to enhance students’ skills in the foreign language. As CLIL is just emerging in this country, scarce research focused on the topic has been conducted to date, so there are important niches to be filled with investigations in all CLIL-related fields. Making a small contribution to address these lacunae is precisely the objective of this Master’s Thesis. A study has been performed in a private bilingual school in Guatemala to determine students’ and teachers’ perceptions about learners’ language improvement, teachers’ training and capacities, methodologies, materials and resources, evaluation, mobility, teachers’ coordination and organization and students’ motivation towards the foreign language. The overall results reveal that both stakeholders perceive in a favourable manner these aspects, although statistically significant differences are found and some patterns transpire when comparisons are made within and across groups.
[EN]Content and Language Integrated Learning (CLIL) is starting to spur interest in Guatemala as a teaching-learning methodology to enhance students’ skills in the foreign language. As CLIL is just emerging in this country, scarce research focused on the topic has been conducted to date, so there are important niches to be filled with investigations in all CLIL-related fields. Making a small contribution to address these lacunae is precisely the objective of this Master’s Thesis. A study has been performed in a private bilingual school in Guatemala to determine students’ and teachers’ perceptions about learners’ language improvement, teachers’ training and capacities, methodologies, materials and resources, evaluation, mobility, teachers’ coordination and organization and students’ motivation towards the foreign language. The overall results reveal that both stakeholders perceive in a favourable manner these aspects, although statistically significant differences are found and some patterns transpire when comparisons are made within and across groups.