Storytelling techniques through ICT and CLIL to stimulate second language output: an innovative proposal
The flexibility of CLIL, together with the need for scaffolding tools, lends itself to the incorporation of diverse ICT in the bilingual classroom. In this context, digital storytelling may be incorporated as an additional tool in the CLIL teacher’s toolbox to stimulate foreign language output. This...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Recursos: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/97182 |
| Acesso em linha: | https://hdl.handle.net/20.500.14352/97182 |
| Access Level: | acceso abierto |
| Palavra-chave: | 81'246.2:37 37.091.6 371.3 37.013 37.012 CLIL Digital storytelling ICT Bilingual education Language output AICLE Relato digital TIC Educación bilingüe Producción lingüística Humanidades Aprendizaje Enseñanza de la lengua y la literatura Métodos de enseñanza 58 Pedagogía 5701.03 Bilingüismo 5701.11 Enseñanza de Lenguas 5801.07 Métodos Pedagógicos |
| Resumo: | The flexibility of CLIL, together with the need for scaffolding tools, lends itself to the incorporation of diverse ICT in the bilingual classroom. In this context, digital storytelling may be incorporated as an additional tool in the CLIL teacher’s toolbox to stimulate foreign language output. This article will analyze the potential benefits of introducing storytelling techniques through the online software, Storyjumper following the “story mountain” format consisting of beginning, climax and resolution. The quasi-experimental study has been carried out in two classes of 5thPrimary in Spain through Google Classroom and Meet with two main goals: foster creativity, which maylead to unguided language output in learners of an additional languageandstimulate oral and written language production |
|---|