APPLYING THE SOCIOEMOTIONAL ASPECTS OF LEARNING TO CLIL CONTEXTS: A Service Learning Proposal
Fecha
2023-12-22
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
[ES]La importancia del contenido, la comunicación, la cognición y la cultura en el marco de CLIL está bien
establecida, sin embargo, debemos detenernos y considerar como influyen los aspectos socioemocionales
en el aprendizaje de estudiantes en contextos CLIL.
Así, este estudio tiene como objetivo explorar los aspectos socioemocionales del aprendizaje en contextos
de CLIL, centrándose en las emociones, la motivación, las creencias y su dimensión social. A través de una
revisión exhaustiva de la literatura se demuestra que las emociones desempeñan un papel crucial en el
proceso de aprendizaje, y que no se pueden separar de la cognición y el rendimiento académico.
Presentando así la evidencia más reciente sobre los ya mencionados aspectos y propone un ejemplo
práctico de aplicación de estos principios a través de una unidad didáctica basada en el aprendizaje
servicio en CLIL.
[EN]The significance of content, communication, cognition and culture in the CLIL framework is well- established. Nevertheless, we must also pause and consider the role of emotions. Have we truly contemplated their impact? Numerous neuroeducative researchers have attested that cognition and emotions are intertwined in the complex web of learning, thus, we cannot separate emotion from cognition, as the expert on neuroeducation Mora (2021, pp.73-80) contends. He explained that our cognitive processes are strongly entwined with our emotional states, exerting a profound influence over our thoughts, behaviours, and as a consequence, our learning experiences. Thereby, this paper aims to explore the socioemotional aspects of learning in CLIL contexts, focusing on emotions, motivation, beliefs and its social dimension. It presents the latest evidence on the importance of emotions for learning and proposes a practical example of applying these principles through a service learning-based didactic unit in CLIL.
[EN]The significance of content, communication, cognition and culture in the CLIL framework is well- established. Nevertheless, we must also pause and consider the role of emotions. Have we truly contemplated their impact? Numerous neuroeducative researchers have attested that cognition and emotions are intertwined in the complex web of learning, thus, we cannot separate emotion from cognition, as the expert on neuroeducation Mora (2021, pp.73-80) contends. He explained that our cognitive processes are strongly entwined with our emotional states, exerting a profound influence over our thoughts, behaviours, and as a consequence, our learning experiences. Thereby, this paper aims to explore the socioemotional aspects of learning in CLIL contexts, focusing on emotions, motivation, beliefs and its social dimension. It presents the latest evidence on the importance of emotions for learning and proposes a practical example of applying these principles through a service learning-based didactic unit in CLIL.