A Case Study on Teachers' Insights into Their Students' Language and Cognition Development through the Andalusian CLIL Programme

• Autores: María del Carmen Méndez García
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, págs. 23-39
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    En España la implantación de programas AICLE en la educación obligatoria constituye un punto de inflexión en la enseñanza de lenguas extranjeras, un cambio especialmente significativo en las Comunidades Autónomas monolingües como Andalucía.

    En este artículo se presentan los resultados de un estudio de casos llevado a cabo en un centro bilingüe de primaria y de secundaria con el fin de averiguar si la lengua y la cognición suponen dos de los principales pilares de AICLE. Los datos obtenidos reflejan una serie de logros perceptibles en el alumnado en relación con su dominio de la lengua AICLE así como con su desarrollo cognitivo

  • English

    In Spain the progressive enforcement of CLIL programmes in compulsory education marks an unprecedented turning point in FL teaching, a shift particularly significant in monolingual Autonomous communities such as Andalusia.

    On the basis of the results yielded by a case study conducted in one primary and secondary CLIL schools this paper looks into the evidence to support the claim that language and cognition represent two of the major dimensions inherent in CLIL. The data obtained point to perceptible gains in learners� command of CLIL languages and further cognitive development

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