CLIL in pre-primary education: total physical response through storytelling
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2020-11-19
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Los niños en edad infantil aprenden del mundo de una manera globalizada, enriqueciéndose de todo aquello que les rodea como un todo, al mismo tiempo que maduran y crecen como personas. Por esto motivo, los docentes, a la hora de diseñar programaciones didácticas, deben atender a sus características madurativas seleccionando aquellas metodologías que respeten su modo de aprendizaje. Cuando nos encontramos en un contexto bilingüe, el enfoque AICLE integra de manera natural el contenido de las tres áreas de conocimiento que incluye el currículo de Educación Infantil con el segundo idioma, así como las cuatro C’s de Coyle (2007) comunicación, contenido, cultura y cognición. Por ello, en este trabajo se analizan, además de las características madurativas y pedagógicas del niño en edad de 3 a 6 años, dos metodologías - Respuesta Física Total (RFT) y aprendizaje a través de los cuentos -, que se fusionan para dar lugar a un aprendizaje adaptado a sus características, al tiempo que integran lengua y contenido. Asimismo, se aporta una propuesta didáctica que incorpora ambas metodologías para aplicar en el tercer curso del segundo ciclo de Educación Infantil.
Very young children learn from the world which surrounds them in a global way, through stimuli they receive as a whole, at the same time as they grow up. For this reason, when it comes to syllabus design, teachers must meet their maturational characteristic by selecting methodologies that respect their way of learning. Specifically, in bilingual contexts, the CLIL approach integrates contents of the three areas of expertise included in the Pre-Primary Education curriculum with the second language, as well as the four C’s of Coyle (2007) communication, content, culture and cognition. Thus, this dissertation analyses the maturational and pedagogic characteristics of children aged from 3 to 6 years, as well as two methodologies that combined, provide content and language integrated teaching: Total Physical Response and learning through storytelling. Likewise, a didactic proposal is provided which incorporates both methodologies to be implemented in the third year of the second cycle of Pre-Primary Education
Very young children learn from the world which surrounds them in a global way, through stimuli they receive as a whole, at the same time as they grow up. For this reason, when it comes to syllabus design, teachers must meet their maturational characteristic by selecting methodologies that respect their way of learning. Specifically, in bilingual contexts, the CLIL approach integrates contents of the three areas of expertise included in the Pre-Primary Education curriculum with the second language, as well as the four C’s of Coyle (2007) communication, content, culture and cognition. Thus, this dissertation analyses the maturational and pedagogic characteristics of children aged from 3 to 6 years, as well as two methodologies that combined, provide content and language integrated teaching: Total Physical Response and learning through storytelling. Likewise, a didactic proposal is provided which incorporates both methodologies to be implemented in the third year of the second cycle of Pre-Primary Education