FOSTERING ACADEMIC LANGUAGE IN CLIL; A PROPOSAL FOR A CYBERSECURITY COURSE.
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2020-11-19
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[ES]El aprendizaje de contenidos complejos implica aprender también el lenguaje académico en el cual los conceptos están embebidos. Este lenguaje académico, conciso y riguroso, normalmente representa una lengua extranjera para el alumnado, incluso en la propia lengua materna. La introducción de AICLE debe suponer un andamiaje en lugar de una dificultad añadida. Tras una revisión literaria acerca de lenguaje académico y AICLE, se propone una serie de tareas sobre un contenido específico de un curso de “seguridad informática”.
[EN]Learning complex content requires the learning of also the complex academic language in which concepts are embedded. This conscious, rigorous, academic language usually represents a foreign language to the students, even in their mother tongue. The implementation of CLIL cannot, therefore, be simply “explain in the FL, rather than the mother tongue” but must involve a methodological change in content-instruction so that the foreign language becomes a scaffold that helps, rather than hinders, learning. This thesis briefly considers the role that academic disciplinary discourse plays in the learning of complex concepts and proposes a task-based learning sequence regarding “Cybersecurity”.
[EN]Learning complex content requires the learning of also the complex academic language in which concepts are embedded. This conscious, rigorous, academic language usually represents a foreign language to the students, even in their mother tongue. The implementation of CLIL cannot, therefore, be simply “explain in the FL, rather than the mother tongue” but must involve a methodological change in content-instruction so that the foreign language becomes a scaffold that helps, rather than hinders, learning. This thesis briefly considers the role that academic disciplinary discourse plays in the learning of complex concepts and proposes a task-based learning sequence regarding “Cybersecurity”.