CONTRIBUTING TO THE CLIL CHARACTERISATION CONTROVERSY: A CASE STUDY IN ARAGON
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2017-07-03
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Jaén: Universidad de Jaén
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[ES] El presente trabajo Fin de Máster se centra en un tema muy actual dentro de la enseñanza de las
lenguas extranjeras: AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras). Su principal objetivo es identificar los rasgos más característicos de este enfoque dentro del segundo ciclo de la etapa de Educación Infantil. Para alcanzar dicho objetivo, el trabajo se divide en dos partes. En la primera, se explicará el origen y características de dicho enfoque, así como sus ventajas y desventajas para poder contextualizar el tema de dicho trabajo. Por otro lado, la segunda parte se centra en una investigación cualitativa en la que se ha usado un protocolo de observación para identificar y comparar los rasgos principales de tres situaciones de aprendizaje diferentes. Finalmente, el presente trabajo concluye con la descripción de las principales características de los resultados obtenidos, así como las necesidades requeridas en cada situación de enseñanza-aprendizaje y con una lista de limitaciones del estudio que hemos de tener en cuenta en las próximas investigaciones.
[EN] This MA dissertation focuses on an important topic in the current foreign language teaching scenario: CLIL (Content and Language Integrated Learning). Its chief goal is to identify the specific traits of grassroots CLIL implementation within the second cycle of the Pre-Primary Education stage at three different schools of the Autonomous Community of Aragon. In order to achieve this overarching goal, the dissertation is divided into two main sections. To begin with, it explains the origins and characteristics of the CLIL approach, as well as its pros and cons, in order to establish a theoretical backdrop against which to frame the topic. Subsequently, it reports on a qualitative investigation in which an observation protocol has been used to identify and compare the main features of the three teaching-learning situations observed. Finally, the dissertation identifies the main characteristics and needs of each teaching situation and provides a list of potential self-reported limitations to take into account in future lines of research.
[EN] This MA dissertation focuses on an important topic in the current foreign language teaching scenario: CLIL (Content and Language Integrated Learning). Its chief goal is to identify the specific traits of grassroots CLIL implementation within the second cycle of the Pre-Primary Education stage at three different schools of the Autonomous Community of Aragon. In order to achieve this overarching goal, the dissertation is divided into two main sections. To begin with, it explains the origins and characteristics of the CLIL approach, as well as its pros and cons, in order to establish a theoretical backdrop against which to frame the topic. Subsequently, it reports on a qualitative investigation in which an observation protocol has been used to identify and compare the main features of the three teaching-learning situations observed. Finally, the dissertation identifies the main characteristics and needs of each teaching situation and provides a list of potential self-reported limitations to take into account in future lines of research.