El Enfoque metodológico CLIL (Content and Language Integrated Learning) en la Enseñanza Primaria: Estudio Comparativo de su Implementación en un Centro Bilingüe y en un Centro con Sección Bilingüe

• Ángela Álvarez-Cofiño Martínez ^[1]
  1. [1] Universidad Nebrija

     Universidad Nebrija

     Madrid, España

     
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Vol. 13, Nº. 27, 2019, págs. 32-54
• Idioma: español
• Títulos paralelos:
  • The CLIL (Content and LanguageIntegratedLearning) Methodological Approach: Comparative Case Study in a Bilingual School and in a School with a Bilingual Section
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente estudio cualitativo se llevó a cabo en el curso 2012/2013 en dos centros del Principado de Asturias y forma parte de la tesis doctoral de la autora. Hasta la fecha hay muy poca investigación y publicaciones sobre los resultados de la enseñanza bilingüe en España en lo que se refiere a la adquisición de contenidos no lingüísticos empleando una segunda lengua (el inglés en este caso concreto) para el trabajo en el aula. En este artículo se presentan los resultados obtenidos al pasar distintas pruebas a los alumnos que formaron parte de este estudio, así como las conclusiones derivadas del mismo.

  • English

    This qualitative case study was carried out along the academic year 2012/2013 in two Primary schools in Principadode Asturias, and it is part of the author’s doctoral thesis. Up to this date there are few research and publications as regards the results being obtained in the different bilingual programmes around Spain, especially concerning the acquisition of non-linguistic content using a second language (English is this case) as the instruction language in class. This article presents the results obtained from the different tests applied to the students that were part of this study, as well as the conclusions drawn from it.

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