ADVANTAGES OF USING CLIL AND PROJECT-‐BASED LEARNING IN BILINGUAL PRE-‐PRIMARY SCHOOLS: A DIDACTIC PROPOSAL
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2020-11-19
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[ES]El Aprendizaje Integrado de Contenidos y Lenguas (AICLE) es una metodología exitosa y mundialmente conocida que se utiliza para enseñar un idioma extranjero y para implementar actividades de andamiaje donde el maestro brinda apoyo momentáneo hasta que el estudiante pueda desarrollar su potencial. Del mismo modo, el método de Aprendizaje Basado en Proyectos (ABP) coloca al estudiante en el medio de su proceso de enseñanza y aprendizaje, haciendo del aula un lugar donde las personas disfrutan de su trabajo. Así, establecimos como hipótesis que la combinación de CLIL y PBL constituye una herramienta efectiva para enseñar eficientemente un idioma extranjero durante la educación preescolar.
Este trabajo ofrece una revisión de la literatura para ilustrar los beneficios de ambos enfoques en el proceso de aprendizaje de un nuevo idioma. También incluye una propuesta de enseñanza CLIL y PBL en un aula de cinco años de acuerdo con el marco legal de la Comunidad Autónoma Valenciana.
Así, concluimos que el uso combinado del método CLIL y PBL no solo es beneficioso sino también necesario para el correcto aprendizaje de un idioma extranjero. Como ambos enfoques promueven el pensamiento crítico. Por lo tanto, CLIL y PBL ayudan al estudiante a lograr logros cognitivos y afectivos, promueven actitudes y valores positivos. También desarrolla las habilidades de trabajo de los estudiantes, ya que tienen que trabajar solos, en parejas, grupos, etc. (Ruiz de Pascual, 2017).
[EN]CLIL is a successful and worldwide known methodology used to teach a foreign language and to implement scaffolding activities where the teacher provides momentary support until the student is able to develop their potential. Similarly, the PBL method places the student at the middle of their own teaching and learning process, making the classroom a place where people enjoy their work. We hypothesise that a combination of content and Language Integrated Learning (CLIL) and Project Based Learning (PBL) constitute an effective tool to efficiently teach foreign language during pre-‐primary education. This master’s thesis offers a systematic review of the literature to illustrate the benefits of both approaches in the learning process of a new language. This study focuses on the implementation of these methodologies in Spain and in the Valencian Autonomous Community, and offers an analysis of the different legal frameworks. In addition, it also includes a CLIL and PBL teaching proposal in a five-‐year classroom. All this according to the legislative framework of the Valencian community After thorough analysis, we concluded that the combined use of CLIL and PBL method is not only beneficial but also necessary for the correct learning of a foreign language. As both approaches promote critical thinking. Thus, CLIL and PBL help the student to achieve cognitive and affective achievements, promote positive attitudes and values such as cooperation, autonomy, collaboration, maturity, etc. It also develops the work skills of the students, since they have to work alone, in pairs, groups, etc. (Ruiz de Pascual, 2017).
[EN]CLIL is a successful and worldwide known methodology used to teach a foreign language and to implement scaffolding activities where the teacher provides momentary support until the student is able to develop their potential. Similarly, the PBL method places the student at the middle of their own teaching and learning process, making the classroom a place where people enjoy their work. We hypothesise that a combination of content and Language Integrated Learning (CLIL) and Project Based Learning (PBL) constitute an effective tool to efficiently teach foreign language during pre-‐primary education. This master’s thesis offers a systematic review of the literature to illustrate the benefits of both approaches in the learning process of a new language. This study focuses on the implementation of these methodologies in Spain and in the Valencian Autonomous Community, and offers an analysis of the different legal frameworks. In addition, it also includes a CLIL and PBL teaching proposal in a five-‐year classroom. All this according to the legislative framework of the Valencian community After thorough analysis, we concluded that the combined use of CLIL and PBL method is not only beneficial but also necessary for the correct learning of a foreign language. As both approaches promote critical thinking. Thus, CLIL and PBL help the student to achieve cognitive and affective achievements, promote positive attitudes and values such as cooperation, autonomy, collaboration, maturity, etc. It also develops the work skills of the students, since they have to work alone, in pairs, groups, etc. (Ruiz de Pascual, 2017).