DEALING WITH FOREIGN LANGUAGE ANXIETY IN THE CLIL CLASSROOM. A DIDACTIC PROPOSAL FOR PRIMARY EDUCATION.
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2022-06-07
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Jaén: Universidad de Jaén
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[ES] La enseñanza de lenguas extranjeras se ha extendido por el continente europeo para trabajar las habilidades comunicativas en lenguas diferentes a la materna. En este sentido, el bilingüismo sigue las pautas del Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE), mediante el cual se espera que el alumnado sea capaz de defenderse en lengua extranjera en situaciones comunicativas reales a lo largo de su vida. Sin embargo, algunas personas comienzan a desarrollar ansiedad hacia la lengua extranjera. Este Trabajo de Fin de Máster pretende abordar la temática desde la etapa de Educación Primaria. Para ello, se ha llevado a cabo una revisión bibliográfica sobre los conceptos de AICLE y ansiedad en el aprendizaje de una lengua extranjera, así como sobre las posibilidades de tratarla dentro del aula bilingüe. Además, se plantea una propuesta didáctica para comenzar a tratar el ámbito afectivo dentro de la enseñanza de lengua extranjera.
[EN] Foreign language teaching has been extended as a regular practice within Europe, allowing students to develop communicative abilities in languages different from the mother tongue. In this sense, bilingualism follows the guidelines proposed by Content and Language Integrated Learning (CLIL). The implementation of this approach may help students to get an adequate domain which will allow them to deal with different real communicative situations throughout their life. However, some people may start developing foreign language anxiety. This Master’s Dissertation deals with this issue in the stage of Primary Education. Therefore, a literature review has been conducted regarding the two main concepts present in the project, CLIL and foreign language anxiety, as well as the possibilities to cope with it within the bilingual classroom. In order to offer a practical solution, a didactic proposal has been offered to begin the treatment of the affective domain within the foreign language teaching process.
[EN] Foreign language teaching has been extended as a regular practice within Europe, allowing students to develop communicative abilities in languages different from the mother tongue. In this sense, bilingualism follows the guidelines proposed by Content and Language Integrated Learning (CLIL). The implementation of this approach may help students to get an adequate domain which will allow them to deal with different real communicative situations throughout their life. However, some people may start developing foreign language anxiety. This Master’s Dissertation deals with this issue in the stage of Primary Education. Therefore, a literature review has been conducted regarding the two main concepts present in the project, CLIL and foreign language anxiety, as well as the possibilities to cope with it within the bilingual classroom. In order to offer a practical solution, a didactic proposal has been offered to begin the treatment of the affective domain within the foreign language teaching process.