Attention to diversity in CLIL: A practical proposal to attend students with dyslexia.
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2024-05-15
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Jaén: Universidad de Jaén
Resumen
Este trabajo ofrece una visión general de la situación actual del programa AICLE y la inclusión en España, para conocer cómo abordar adecuadamente la diversidad en los programas bilingües. Se centra en los estudiantes con la dificultad de aprendizaje de la dislexia y en las metodologías, recursos y habilidades que se pueden utilizar y desarrollar para atender a estos estudiantes. Se brindan ciertas guías a la hora de poner en práctica el enfoque AICLE ofreciendo una propuesta didáctica para el área de Ciencias de la Naturaleza. Decodificar un segundo idioma puede suponer un reto para los estudiantes con dislexia, lo que significa que la personalización será un elemento clave en este proyecto. Se concluye con la idea de la importancia de continuar la investigación sobre este tema, concienciando sobre las limitaciones de nuestro sistema educativo y la falta de formación docente para considerar la inclusión como algo beneficioso para nuestras aulas.
This project provides an overview of the current situation of CLIL and inclusion in Spain, to know how to adequately address diversity in bilingual programmes. It focuses on students with the learning difficulty of dyslexia and on the methodologies, resources and skills that can be used and promoted to attend to these students. Certain guidelines are offered when putting the CLIL approach into practice by providing a didactic proposal for the area of Natural Sciences. Decoding a second language can be challenging for students with dyslexia, meaning that personalisation will be a key element of this project. It concludes with the idea of the importance of continuing research on this topic, raising awareness of the limitations of our educational system and the lack of teacher training to see inclusion as something beneficial for our classrooms.
This project provides an overview of the current situation of CLIL and inclusion in Spain, to know how to adequately address diversity in bilingual programmes. It focuses on students with the learning difficulty of dyslexia and on the methodologies, resources and skills that can be used and promoted to attend to these students. Certain guidelines are offered when putting the CLIL approach into practice by providing a didactic proposal for the area of Natural Sciences. Decoding a second language can be challenging for students with dyslexia, meaning that personalisation will be a key element of this project. It concludes with the idea of the importance of continuing research on this topic, raising awareness of the limitations of our educational system and the lack of teacher training to see inclusion as something beneficial for our classrooms.