DFI-Libros y Capítulos de libros
URI permanente para esta colecciónhttps://hdl.handle.net/10953/207
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Examinando DFI-Libros y Capítulos de libros por Materia "CLIL"
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Ítem Characterising representative CLIL practices: An Andalusian case study(Springer, 2021) Rascón Moreno, Diego Jesús; Casas Pedrosa, Antonio VicenteThe characterisation of Content and Language Integrated Learning (CLIL) has recently come to the forefront and acquired a new significance. Both their conceptualisation and pedagogical implementation have of late started to be questioned and are considered as excessively vague and ambiguous, since CLIL is held to encompass too broad an array of possible programme alternatives, thus making its exact limits very difficult to pin down. Thus, we need to characterise representative CLIL practices and to know exactly what it looks like in practice. This chapter reports on the outcomes of two governmentally funded R&D projects (FFI2012-32221 and P12-HUM-2348), within which an observation protocol has been designed, validated, and applied in 53 public, private, and charter schools in 12 provinces belonging to Andalusia, the Canary Islands, and Extremadura. English as a Foreign Language and Non-Linguistic Area subjects taught in English with a CLIL methodology have been observed and the linguistic, methodological, and organisational traits of CLIL are here described with a representative sample in the provinces of Jaén and Granada vis-à-vis the seven main fields of interest which have been canvassed: foreign language use in class, discursive functions, competence development, methodology and types of groupings, materials and resources, coordination and organisation, and evaluation. The results allow us to paint a clearer picture of what CLIL looks like at the grassroots level and to thereby make headway in characterising representative pedagogical CLIL practices which will hopefully contribute to honing and fine-tuning its characterisation.Ítem #GameIsNotOver: Gamification applied to `Technology, Programming, and Robotics´. An overview of a CLIL proposal(Dykinson, 2022) Ballesteros-Aceituno, Beatriz; Casas, Antonio VicenteNowadays teachers face difficulties to motivate and stimulate students in the classroom. New tendencies such as student-centered methodologies have arisen in order to confront these difficulties. In addition, European countries and especially Spain, have bet for an improvement in foreign language teaching. CLIL has invaded Spanish schools, but it may be complicated to teach through this approach, at least at the beginning. Probably, hundreds of teachers are wondering how to develop a lesson plan that not only motivates, but also stimulates their students, in which students are the protagonists of their own learning process and in which both content and a foreign language are integrated. This paper is aimed at trying to answer those questions by developing a gamification project for a CLIL class of the subject “Technology, Programming and Robotics” designed for 2nd CSE students in Madrid (Spain) called “#GameIsNotOver”.Ítem Mathematics through CLIL: A comprehensive literature review and a didactic proposal to introduce CLIL in an Ecuadorian monolingual school(IATED Academy, 2022) Velarde Orozco, Myriam Tatiana; Casas Pedrosa, Antonio VicenteContent and Language Integrated Learning (CLIL) as a new educational model aspiring to improve foreign language competencies involves overcoming several barriers to achieve significant learning outcomes in both language and contents. Based on this premise, the main purpose of this paper is to analyse the different components involved in this innovative process and to determine the impact of CLIL on science, particularly on mathematics learning, and its effectiveness, comprising each aspect required in order to successfully fulfil the CLIL criteria and the curricular objectives of the subject. The implications of teaching mathematics through CLIL are studied by means of an extensive literature review, starting from the general features of CLIL and the context of mathematics teaching in mainstream education. Bearing in mind these general notions, an exhaustive analysis of mathematics teaching by using English as the vehicular language is carried out taking into account pivotal aspects such as the importance of the language of instruction, the development of communication skills, the role of scaffolding to attain the expected learning outcomes, methodologies, materials and ICT, challenges, engagement, and the impact of learning mathematics through a second language. Furthermore, the parameters required to design a practical and effectual lesson plan are established and exemplified on how to introduce CLIL in a specific context (Compulsory Secondary Education) at an Ecuadorian monolingual school (“San Felipe Neri”, in Riobamba), adapting CLIL to the background of the target group (tenth grade in Ecuador, equivalent to the third level of CSE in Spain) by using student-centred methodologies as well as the support of ICT. Both the literature review and the lesson plan implementation will allow us to draw a number of conclusions which may prove of use for educators in similar educational contexts and/or for teachers from a different background who may consider these ideas of interest for their own teaching-learning processes. In fact, due to the current lack of materials (especially in the case of subjects such as mathematics and of certain countries), it may also be possible to benefit from them by adapting the activities included in the above-mentioned lesson plan to any teacher’s own context.