Perceptions of Teachers and Students of the Promotion of Interaction Through Task-Based Activities in CLIL

• Autores: Víctor Pavón Vázquez , Marta Prieto Molina, Francisco Javier Ávila López
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, págs. 75-91
• Idioma: inglés
• DOI: 10.30827/digibug.53756
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2  
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    La enseñanza por tareas constituye una herramienta pedagógica adecuada para la enseñanza integrada de lengua y contenidos (AICLE), y su efectividad ha sido demostrada en diferentes contextos (Cendoya y di Bin, 2010; Escobar y Sánchez, 2009; Poisel, 2012; Tardieu y Doltisky, 2012). Este estudio se propone investigar las opiniones de profesores y alumnos sobre la relación entre la enseñanza por tareas y el fomento de la participación y la interacción en AICLE. Su objetivo es analizar estas áreas en un contexto diferente, un centro de idiomas, y con alumnos con una capacidad comunicativa no ideal en la lengua extranjera.

    Palabras clave: AICLE, aprendizaje por tareas, interacción, aprendizaje cooperativo, competencia comunicativa, centro de idiomas

  • English

    Task-based learning is a methodological strategy which can be of use in the integrated learning of language and subject matter, and its appropriateness for CLIL has been reported in different contexts (Cendoya & di Bin, 2010; Escobar & Sánchez, 2009; Poisel, 2012; Tardieu & Doltisky, 2012). This study investigates the perceptions that teachers and students have of the use of task-based learning as an instrument to favour participation and interaction in CLIL. Particularly, the objective is to analyse these areas in a special context, with students exhibiting a low linguistic proficiency in a language school specifically oriented to the application of CLIL.

• Referencias bibliográficas
  • Arnold, J. (2011). “El dominio afectivo en la enseñanza bilingue”, in S. Casal (ed.), Implicaciones de la enseñanza bilingüe en centros educativos....
  • Baetens-Beardsmore, H. (2001). “Foreword: The past decade and the next millennium”, in D. Marsh, A. Maljers and A. Hartiala (eds.), Profiling...
  • Berton, G. (2008). “Tasks, learning activities and oral production skills in CLIL classrooms”, in M. Coonan (ed.), CLIL e l’Appredimento delle...
  • Bonnet, A. (2012a). “Towards an evidence base for CLIL: how to integrate qualitative and quantitative as well as process, product and participant...
  • Bonnet. A. (2012b). “Language, content and interaction: how to make CLIL classroom work”, in D. Marsh and O. Meyer (eds.), Quality Interfaces:...
  • Brevik, M. and Moe, E. (2012). “Effects of CLIL teaching on language outcomes”, in D. Tsagari and I. Csépes (eds.), Collaboration in Language...
  • Bruton, A. (2011). “Is CLIL so beneficial, or just selective? Re-evaluating some of the research”, in System, 39: 523-532.
  • Bruton, A. (2013). “CLIL: Some of the reasons why … and why not”, in System, 41: 587-597.
  • Candlin, C.N. and Murphy, D.F. (eds.)(1987). Language Learning Tasks. Englewood Cliffs, NJ: Prentice-Hall International.
  • Carless, D. (2004). “Issues in teachers’ reinterpretation of a task-based innovation in primary schools”, in TESOL Quarterly, 38, 4: 639-662.
  • Casal, S. (2008). “Cooperative learning in CLIL contexts: ways to improve students’ competences in the foreign language classroom”. Paper...
  • Cendoya, A. and Di Bin, M. (2010). “A CLIL experience based on the use of tasks and different genre types”, in Latin American Journal of Content...
  • Cenoz, J., F. Genesee, F. and Gorter, D. (2013). “Critical Analysis of CLIL: Taking Stock and Looking Forward”, in Applied Linguistics (advance...
  • Coonan, C.M. (2012). “Affect and motivation in CLIL”, in D. Marsh and O. Meyer (eds.), Quality Interfaces: Examining Evidence & Exploring...
  • Cottrell, S. (2011). Critical Thinking Skills. Developing Effective Analysis and Argument. London: Palgrave Macmillan.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, and Assessment. Cambridge: Cambridge University...
  • Coyle, D. (2013). “Listening to learners: an investigation into ‘successful learning’ across CLIL contexts”, in International Journal of Bilingual...
  • Coyle, D., Hood, P. and Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
  • D’Angelo, L. and García Pascual, E. (2012). “The personal and professional profile of the CLIL subject teacher: a research study”, in D. Marsh...
  • Dalton-Puffer, D., Nikula, T. and Smit, U. (2010). “Language use and language learning in CLIL: current findings and contentious issues”,...
  • De Graaf, R., Koopman, G.J., Anikina, Y. and Westhoff, G. (2007). “An observation tool for effective L2 pedagogy in Content and Language Integrated...
  • Dörnyei, Z. (1997). “Psychological processes in cooperative language learning: group dynamics and motivation”. The Modern Language Journal,...
  • Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford. Oxford University Press.
  • Escobar, C. and Sánchez, A. (2009). “Language learning through tasks in a Content and Language Integrated Learning (CLIL) science classroom”,...
  • Eurydice (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice: Brussels.
  • García, O. (2009). Bilingual Education in the 21st Century. Hoboken, NJ: Wiley-Blackwell.
  • Guazzieri, A.V. (2008). “Oral interaction in CLIL student-led cooperative group work”, in M. Coonan (ed.), CLIL e l’Appredimento delle Lingue....
  • Hunt, M. (2011). “Learners’ perceptions of their experience of learning subject content through a foreign language”, in Educational Review,...
  • Lasagabaster, D. (2008). “Foreign language competence in content and language integrated courses”, in The Open Applied Linguistics Journal,...
  • Lasagabaster, D. (2011). “English achievement and student motivation in CLIL and EFL settings”, in Innovation in Language Learning and Teaching,...
  • Llinares, A., Morton, T. and Whitttaker, R. (2012). The Roles of Languages in CLIL. Cambridge: Cambridge University Press.
  • Long, M.H. (1996).” The role of the linguistic environment in second language acquisition”, in W.C. Ritchie and T.K. Bhatia (eds.), Handbook...
  • Lorenzo, F., S. Casal, and Moore, P. (2009). “The effects of content and language integrated learning in European education: key findings...
  • Mackey, A. (1999). “Input, interaction, and second language development: en empirical study in question formation in ESL”, in Studies in Second...
  • Marsh, D. (2000). Using Languages to Learn and Learning to Use Languages. Jyväskylä: University of Jyväskylä.
  • Marsh, D. (ed.) (2002). CLIL/EMILE—The European Dimension: Actions, Trends and Foresight Potential, Public Services Contract DG EAC. Strasbourg:...
  • Marsh, D. (2007). “Language awareness and CLIL”, in J. Cenoz and N.H. Hornberger (eds.), Encyclopedia of Language and Education. Knowledge...
  • Marsh, D. (2013). The CLIL Trajectory: Educational Innovation for the 21st Century iGeneration. Córdoba: University of Cordoba Academic Press.
  • Mehisto, P. (2012). “Criteria for producing CLIL learning material”, in Encuentro, 21: 15-33.
  • Méndez García, M.C. (2013). “The intercultural turn brought about by the implementation of CLIL programmes in Spanish monolingual areas: a...
  • Meyer, O. (2010). “Towards quality-CLIL: successful planning and teaching strategies”, in Puls, 33: 11-29.
  • Mondt, K., Struys, E., Van den Noort, M., Balériaux, D., Metens, T., Paquier, P., Van de Craen, P., Bosch, M. and Denolin, V. (2011). “Neural...
  • Nunan D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
  • Pastor, M.R. (2011). “CLIL and cooperative learning”, in Encuentro, 20: 109-118.
  • Pavón, V. and Ellison, M. (2013). “Examining teacher roles and competences in content and language integrated learning (CLIL)”, in Linguarum...
  • Pena, C. and Porto, M.D. (2008). “Teacher beliefs in a CLIL education project”, in Porta Linguarum, 10: 151-161.
  • Pérez, I. (2012). “Los beneficios del enfoque por tareas aplicado al aprendizaje integrado de contenidos”, in R. Breeze, F. Jiménez, C. Llamas,...
  • Perez Cañado, M.L. (2012). “CLIL research in Europe: past, present, and future”, in International Journal of Bilingual Education and Bilingualism,...
  • Poisel. E. (2012). “Competence development through task-based learning”, in D. Marsh and O. Meyer (eds.), Quality Interfaces: Examining Evidence...
  • Puppa, F. della. (2008). “La partecipazione orale in italiano L2: incremento dell’inclusione attraverso il Cooperative Learning”, in M. Coonan...
  • Ryba, R. (1992). “Towards a European dimension in education: intention and reality in European community policy and practice”, in Comparative...
  • Seikkula-Leino, J. (2007). “CLIL learning: achievement levels and affective factors”, in Language and Education, 21: 328-341.
  • Tardieu, C. and Doltisky, M. (2012). “Integrating the task-based approach to CLIL teaching”, in L. de Dios (coord.), Teaching and Learning...
  • Ting, T. (2010). “CLIL appeals to how the brain likes its information: examples from CLIL-(neuro) science”, in International CLIL Research...
  • Toscano, C.M. (2011). “Adecuación del tipo de tarea al desarrollo de aprendizaje del alumnado dentro de la enseñanza plurilingüe”, in S. Casal...
  • Van de Branden, K. (2006). Task-based Language Education. Cambridge University Press.
  • Viebrock, B. (2012). “The situation in the CLIL classroom is quite different -or is it? teachers’ mindsets, methodological competences and...
  • Willis, D. and Willis, J. (2007). Doing Task-based Teaching. Oxford: Oxford University Press.
  • Willis, J. (1996). A Framework for Task-based Learning. London: Longman.
  • Wolff, D. (2012). “The European Framework for CLIL teacher education”, in Synergies, 8: 105-116.
  • Zydatib, W. (2012). “Linguistic thresholds in the CLIL classroom: the Threshold Hypothesis revisited”, in International CLIL Research Journal,...