TILC per a l'ensenyament de la història i l'anglès en Educació Secundària: Com completar els materials existents
##plugins.themes.bootstrap3.article.main##
Resum
Actualment, la importància de l’enfocament TILC es pot entendre per les noves exigències en matèria d'educació i les forces socials canviants que afecten l'ús de les llengües en contextos aplicats. És per això que l'ús de materials adequats és fonamental. L’objectiu d’aquest article és doble. En primer lloc, establir els elements clau de l'enfocament AICLE, revisant els marcs teòrics que informen aquesta metodologia per identificar-ne les característiques bàsiques. En segon lloc, examinar en quina mesura s'apliquen a l'ensenyament de la Història a través d'un exemple real de llibre de text per a 2n de Batxillerat. Per complir ambdós objectius, s'ha elaborat una llista de nou criteris que es faran servir com a eina rellevant per als professors a l'hora d'escollir materials potencialment eficaços. Aquesta eina s'inspirarà en les directrius de dos models TILC en termes d’adquisició de segones llengües i de suport al contingut. Finalment, es detectaran possibles nínxols de millora, sempre per tal d'augmentar la motivació dels alumnes.
Descàrregues
##plugins.themes.bootstrap3.article.details##
Referències
Ball, P., Kelly, K., & Clegg, J. (2016). Putting CLIL into practice: Oxford handbooks for language teachers. Oxford University Press.
Bloom, B.S., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. In Handbook I: Cognitive Domain. Longman.
BOA no. 105, June 2 2016 ORDER ECD/489/2016, May 26, which approves the curriculum for Compulsory Secondary Education and authorizes its application in the educational centres of the Autonomous Community of Aragon, 12870-12871. Retrieved from https://educa.aragon.es/documents/20126/868873/ORDEN+CURRICULO+SECUNDARIA+2016.pdf
Chadwick, T. (2012). Language Awareness in Teaching: A Toolkit for Content and Language Teachers. Cambridge University Press.
Chaudron, C. (1998). Second language classrooms: Research on teaching and learning. Cambridge University Press.
Coyle, D. (1999). Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts. In J. in Masih (Ed.), Learning through a Foreign Language, (pp. 46-62). CILT.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Language. Cambridge University Press.
Council of Europe (2019). Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages, Official Journal of the European Union.
Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Multilingual Matters.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273–284.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Gibbons, P. (2005). Scaffolding Language, Scaffolding Learning. Heinemann.
Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a foreign language’. British Council Publications.
Guerrero, J. (2014). ‘The value of auto-ethnography as a source for social research: From method to narrative’, Azarbe, 3, 237-342.
Harmer, J. (1991). The practice of English Language Teaching. Longman.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford University Press.
History (2017), Series Explore, 2º ESO. Santillana & Richmond.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
Llinares, A. & Whittaker, R. (2009). “Teaching and learning History in secondary CLIL classrooms: from speaking to writing”. In E. Dafouz & M. Guerrini (Eds.), CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts. (pp. 73-89). Santillana.
Lozanov, G. (1978). Suggestology and Outlines of Suggestopedy. Gordon and Breach
Science Publishers.
Mariotti, A. (2006). Proof and proving in mathematics. In A. Gutierrez & P. Boero (Eds.), Handbook of Research on the Psychology of Mathematics Education: Past,Present and Future, (pp. 173-204). Sensepublishers.
Marsh, D. (1994). Bilingual education & content and language integrated learning. International Association for Cross-cultural Communication (Eds.), Language Teaching in the Member States of the European Union (Lingua). University of Sorbonne.
Marsh, D., Maljers, A., & Hartiala, A. K. (2001). Profiling European CLIL Classrooms. Centre for Applied Language Studies.
Marsh, D. (2009). Teaching with Foreign Languages. Cambridge University Press.
Pérez-Vidal, C. (2007). The Need for Focus on Form (FoF) in Content and Language Integrated Approaches: an Exploratory Study. Revista española de lingüística aplicada, 1, 39-54.
Phillips, I. (2008). Teaching History. SAGE.
Richards, J. (2006). Communicative Language Teaching Today. Cambridge University Press.
Assor, A., Kaplan, H., Kanat-Maymon, Y., and Roth, G. (2005). Directly controlling teacher behaviours as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety, Learning and Instruction, 15 (5), 397-413.
Smith, E. R. (1993). Social identity and social emotions: Toward new conceptualizations of prejudice. In D. M. Mackie & D. L. Hamilton (Eds.), Affect, cognition, and stereotyping: Interactive processes in group perception (pp. 297–315). Academic Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition, (pp. 235-253). Newbury House.
Swain, M. (2000). The Output Hypothesis and beyond Mediating Acquisition through Collaborative Dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning, (pp. 97-114). Oxford University Press.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied linguistics, 16(3), 371-391.
Vollmer, H. (2006). Language Across the Curriculum. Language Policy Division.