¿Por qué AICLE? Un análisis de la literatura desde la perspectiva de los docentes de materias no lingüísticas

Autores/as

DOI:

https://doi.org/10.17345/ute.2020.1.2648

Palabras clave:

implementación AICLE, rol docente, evaluación, entorno de aprendizaje, ciudadanía europea

Resumen

Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) ha sido conceptualizado e implementando de diferentes modos, según las políticas de los diferentes gobiernos, o de las escuela, o de las propias actitudes de los docentes interesados, lo que ha causado un margen de vaguedad en su definición. Esto es muy importante, ya que la adopción de CLIL por parte de la Unión Europea para apoyar el objetivo del multilingüismo se ha centrado en los resultados lingüísticos en varios niveles y, por lo tanto, en las investigaciones y encuestas llevadas a cabo; sin embargo, las pràcticas CLIL las implementan principalmente docentes de asignaturas no lingüísticas, que necesitan ver la efectividad de su perspectiva, no solo desde el lingüístico. Este documento revisa la literatura y encuentra la definición de CLIL como "entorno abierto de educación", definitivamente adecuado para los profesores de cualquier asignatura no lingüística para poder participar en su implementación. También se subraya, teniendo en cuenta las directivas europeas, cómo el CLIL, en particular si se enseña a través de herramientas ofrecidas por las nuevas tecnologías, tiende a facilitar el aprendizaje global de los estudiantes y su ciudadanía europea, así como a ser el primer paso para uno nuevo modelo de práctica escolar.

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Biografía del autor/a

Maria Elisabetta Porcedda, Universitat Rovira i Virgili

Profesora de Educación Secundaria en Italia. PhD Student del Programa de Doctorat en Tecnologia Educativa de la Universitat Rovira i Virgili

Juan González-Martínez, Universitat de Girona

Dr. en Tecnologia Educativa i Lingüística Aplicada. Professor Agregat Serra Húnter del Departament de Pedagogia de la Universitat de Girona

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Publicado

31-01-2020

Cómo citar

Porcedda, M. E., & González-Martínez, J. (2020). ¿Por qué AICLE? Un análisis de la literatura desde la perspectiva de los docentes de materias no lingüísticas. UTE Teaching & Technology (Universitas Tarraconensis), 1(1), 37–51. https://doi.org/10.17345/ute.2020.1.2648

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