Dyslexia and CLIL: a systematic review.
Fecha
2023-10-24
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Jaén: Universidad de Jaén
Resumen
(ES)El objetivo es realizar una revisión sistemática para conocer las características del alumnado disléxico,
cómo se identifica y cuáles son las estrategias y técnicas de enseñanza más beneficiosas para apoyar su
aprendizaje en contextos AICLE. Con este fin, se realizó una búsqueda y selección de registros en cinco
bases de datos, tres revistas y el catálogo general de la Universidad de Córdoba. Tras la selección, se
incluyeron 54 recursos en la revisión. Se concluye que los alumnos disléxicos podrían beneficiarse del
aprendizaje de una segunda lengua donde la metodología multisensorial tiene un papel importante. Los
profesores también tienen un papel clave y su formación debe ser una prioridad. Además, el trabajo en
colaboración es esencial entre los profesores de apoyo y el profesor de lengua, donde añadiríamos los
profesores de contenido en la metodología AICLE. Por último, existe un consenso general entre los
autores sobre la necesidad de más investigación.
(EN)The purpose of this dissertation is to provide a systematic review in order to know the characteristics of dyslexic students, how it is identified and what the most beneficial teaching strategies and techniques to support the learning of these students are in CLIL contexts. Therefore, a search was carried out in databases and journals where the records from five databases, three journals and the general catalogue of the University of Cordoba was selected. After screening, 54 resources were included in the review. It is concluded that dyslexic students could benefit from learning a second language where multisensory methodology has an important role. Teachers have also a key role and their training must be a priority. Moreover, collaborative work is essential among special needs teachers and language teacher, where we would add content teachers in CLIL methodology. Finally, there is a general consensus among authors on the need for more research.
(EN)The purpose of this dissertation is to provide a systematic review in order to know the characteristics of dyslexic students, how it is identified and what the most beneficial teaching strategies and techniques to support the learning of these students are in CLIL contexts. Therefore, a search was carried out in databases and journals where the records from five databases, three journals and the general catalogue of the University of Cordoba was selected. After screening, 54 resources were included in the review. It is concluded that dyslexic students could benefit from learning a second language where multisensory methodology has an important role. Teachers have also a key role and their training must be a priority. Moreover, collaborative work is essential among special needs teachers and language teacher, where we would add content teachers in CLIL methodology. Finally, there is a general consensus among authors on the need for more research.