Two Main Challenges in CLIL Implementation: Content Learning and Teacher Education
Fecha
2020-11-19
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[ES]Esta tesis tiene como objetivo analizar la metodología de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (en adelante, AICLE) y discutir las controversias con respecto a la educación bilingüe, centrándose en la instrucción AICLE. Se consideran específicamente dos temas: el alcance del impacto de CLIL en la asignatura de contenido y la formación del profesorado para AICLE. ¿Incide negativamente en el aprendizaje de contenidos el que la enseñanza se imparta en una lengua extranjera? ¿Están los profesores preparados para AICLE, tanto en términos lingüísticos como en metodológicos?
Estas son dos de las principales preocupaciones sobre AICLE que padres y maestros tienen. A este respecto, este estudio intentará arrojar luz sobre ambas cuestiones a través de un análisis completo y actualizado. Finalmente, algunas de las principales conclusiones sobre estas dos preocupaciones son extraídas junto con posibles soluciones.
Palabras clave: educación bilingüe, AICLE, aprendizaje de contenidos, formación docente.
[EN]This thesis aims to analyze Content and Language Integrated Learning (hereafter, CLIL) methodology and to discuss controversies regarding bilingual education focusing on CLIL instruction. Two main topics are specifically considered; the extent of the impact of CLIL on content subject and teacher education for CLIL. Is content learning negatively affected as a result of being taught through the medium of a foreign language? Are teachers prepared for CLIL both in linguistic and methodological terms? These are two of the main concerns about CLIL parents and teachers have. This study will try to shed light on both questions through a comprehensive and updated analysis. Finally, some main conclusions regarding these two concerns are drawn along with possible solutions. Key words: bilingual education, CLIL, content learning, teacher education.
[EN]This thesis aims to analyze Content and Language Integrated Learning (hereafter, CLIL) methodology and to discuss controversies regarding bilingual education focusing on CLIL instruction. Two main topics are specifically considered; the extent of the impact of CLIL on content subject and teacher education for CLIL. Is content learning negatively affected as a result of being taught through the medium of a foreign language? Are teachers prepared for CLIL both in linguistic and methodological terms? These are two of the main concerns about CLIL parents and teachers have. This study will try to shed light on both questions through a comprehensive and updated analysis. Finally, some main conclusions regarding these two concerns are drawn along with possible solutions. Key words: bilingual education, CLIL, content learning, teacher education.