CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja
Our world is becoming more and more complex, constantly imposing new societal, cultural and professional demands on the individual, such as the increased need for plurilinguistic competences. This situation has prompted the systematic search for new teaching methods that encourage the learning of fo...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/48272 |
| Acceso en línea: | http://hdl.handle.net/11441/48272 https://doi.org/10.12795/elia.2015.i15.07 |
| Access Level: | acceso abierto |
| Palabra clave: | CLIL Implementation CLIL Teacher Education CLIL Research Implementación de CLIL Formación del Profesor para CLIL Investigación sobre CLIL |
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CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La RiojaManzano Vázquez, BorjaCLIL ImplementationCLIL Teacher EducationCLIL ResearchImplementación de CLILFormación del Profesor para CLILInvestigación sobre CLILOur world is becoming more and more complex, constantly imposing new societal, cultural and professional demands on the individual, such as the increased need for plurilinguistic competences. This situation has prompted the systematic search for new teaching methods that encourage the learning of foreign languages in the school context. One of these approaches is CLIL (Content and Language Integrated Learning) instruction. In Spain, CLIL is increasingly becoming a widespread approach in order to foster foreign language learning in both primary and secondary education. The major aim of this paper is to discuss the implementation of CLIL methodology in three Spanish monolingual communities (Extremadura, Madrid, and La Rioja) so as to suggest future actions to improve its development. In doing so, it will look into the similar and distinctive traits of CLIL implementation initiatives in these communities as well as analysing the various teacher training programmes designed to prepare teachers for bilingual education and what CLIL research has concluded in the Extremadura, Madrid and La Rioja area to date.Nuestro mundo es cada vez más complejo, imponiendo constantemente nuevas demandas sociales, culturales y profesionales sobre el individuo, como la creciente necesidad de competencias plurilingües. Esta situación ha llevado a la búsqueda sistemática de nuevos métodos de enseñanza que fomenten el aprendizaje de lenguas extranjeras en el contexto escolar. Uno de estos enfoques es la instrucción AICLE1 (Aprendizaje Integrado de Contenido y Lengua Extranjera). En España, AICLE es cada vez más un enfoque generalizado con el fin de fomentar el aprendizaje de lenguas extranjeras en la enseñanza primaria y secundaria. El principal objetivo de este artículo es discutir la implementación de la metodología AICLE en tres comunidades monolingües españolas (Extremadura, Madrid y La Rioja) con el fin de proponer futuras acciones para mejorar su desarrollo. Se describirán los rasgos similares y distintivos de las iniciativas de implementación AICLE en estas comunidades, además de analizar los diferentes programas de formación de profesores diseñados para preparar a estos para la educación bilingüe y qué ha concluido hasta la fecha la investigación sobre AICLE en el área de Extremadura, Madrid y La Rioja.Universidad de Sevilla2015info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/11441/48272https://doi.org/10.12795/elia.2015.i15.07reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésElia: Estudios de Lingüística Inglesa Aplicada, 15, 135-158.http://dx.doi.org/10.12795/elia.2015.i15.07info:eu-repo/semantics/openAccessoai:idus.us.es:11441/482722026-06-17T12:51:07Z |
| dc.title.none.fl_str_mv |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja |
| title |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja |
| spellingShingle |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja Manzano Vázquez, Borja CLIL Implementation CLIL Teacher Education CLIL Research Implementación de CLIL Formación del Profesor para CLIL Investigación sobre CLIL |
| title_short |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja |
| title_full |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja |
| title_fullStr |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja |
| title_full_unstemmed |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja |
| title_sort |
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja |
| dc.creator.none.fl_str_mv |
Manzano Vázquez, Borja |
| author |
Manzano Vázquez, Borja |
| author_facet |
Manzano Vázquez, Borja |
| author_role |
author |
| dc.subject.none.fl_str_mv |
CLIL Implementation CLIL Teacher Education CLIL Research Implementación de CLIL Formación del Profesor para CLIL Investigación sobre CLIL |
| topic |
CLIL Implementation CLIL Teacher Education CLIL Research Implementación de CLIL Formación del Profesor para CLIL Investigación sobre CLIL |
| description |
Our world is becoming more and more complex, constantly imposing new societal, cultural and professional demands on the individual, such as the increased need for plurilinguistic competences. This situation has prompted the systematic search for new teaching methods that encourage the learning of foreign languages in the school context. One of these approaches is CLIL (Content and Language Integrated Learning) instruction. In Spain, CLIL is increasingly becoming a widespread approach in order to foster foreign language learning in both primary and secondary education. The major aim of this paper is to discuss the implementation of CLIL methodology in three Spanish monolingual communities (Extremadura, Madrid, and La Rioja) so as to suggest future actions to improve its development. In doing so, it will look into the similar and distinctive traits of CLIL implementation initiatives in these communities as well as analysing the various teacher training programmes designed to prepare teachers for bilingual education and what CLIL research has concluded in the Extremadura, Madrid and La Rioja area to date. |
| publishDate |
2015 |
| dc.date.none.fl_str_mv |
2015 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11441/48272 https://doi.org/10.12795/elia.2015.i15.07 |
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http://hdl.handle.net/11441/48272 https://doi.org/10.12795/elia.2015.i15.07 |
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Inglés |
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Inglés |
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Elia: Estudios de Lingüística Inglesa Aplicada, 15, 135-158. http://dx.doi.org/10.12795/elia.2015.i15.07 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf application/pdf |
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Universidad de Sevilla |
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Universidad de Sevilla |
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reponame:idUS. Depósito de Investigación de la Universidad de Sevilla instname:Universidad de Sevilla (US) |
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Universidad de Sevilla (US) |
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idUS. Depósito de Investigación de la Universidad de Sevilla |
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idUS. Depósito de Investigación de la Universidad de Sevilla |
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