ATTENTION TO DIVERSITY IN CLIL: A THEORETICAL OVERVIEW FROM THE TEACHER’S PERSPECTIVE
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2022-06-02
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Jaén: Universidad de Jaén
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[ES] La diversidad es una realidad en las escuelas. Los docentes deberían estar preparados para enseñar al alumnado con diferentes niveles y habilidades. En el Aprendizaje Integrado de Contenidos y Lenguas
Extranjeras (AICLE), los docentes tienen un mayor desafío, por lo que su papel es crucial para el desarrollo del programa bilingüe. La motivación también debe ser un elemento clave en cualquier entorno AICLE. Este Trabajo de Fin de Máster se centra en el papel actitudinal y metodológico del docente AICLE con especial atención a la diversidad. El trabajo incluye una revisión teórica con la literatura más actualizada.
Dicha literatura ha sido recopilada en una base de datos para ayudar a futuros investigadores. Así, el
proyecto pretende proveer a los profesionales con ideas actuales que les ayudarán con futuras decisiones, formación y prácticas educativas.
[EN] Diversity is a reality at schools. Teachers should be well-trained to teach students with different levels and abilities. In Content and Language Integrated Learning (CLIL) instruction, teachers have a major challenge. Thus, their role is crucial for the development of the bilingual programme. Motivation should also be a key element in any CLIL environment. This Master’s Dissertation is focused on the attitudinal and methodological CLIL teacher’s role with special attention to diversity. The work includes a theoretical overview with the most updated literature. The selected literature has been collected in a database to help further researchers. All in all, the project is intended to provide practitioners with updated ideas that will help them with future decisions, training and educational practices.
[EN] Diversity is a reality at schools. Teachers should be well-trained to teach students with different levels and abilities. In Content and Language Integrated Learning (CLIL) instruction, teachers have a major challenge. Thus, their role is crucial for the development of the bilingual programme. Motivation should also be a key element in any CLIL environment. This Master’s Dissertation is focused on the attitudinal and methodological CLIL teacher’s role with special attention to diversity. The work includes a theoretical overview with the most updated literature. The selected literature has been collected in a database to help further researchers. All in all, the project is intended to provide practitioners with updated ideas that will help them with future decisions, training and educational practices.