Curricular innovations: Teaching a multidisciplinary module on climate-driven migration in an advanced Spanish course

• Silvia M. Peart ^[1] ; Bradford S. Barrett ^[1] ; Sharika Crawford ^[1]
  1. [1] United States Naval Academy

     United States Naval Academy

     Estados Unidos

     
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Vol. 14, Nº. 28, 2020, págs. 113-131
• Idioma: inglés
• DOI: 10.26378/rnlael1428385
• Títulos paralelos:
  • Innovaciones Curriculares: La Enseñanza de un Módulo Multidisciplinario sobre Migración Impulsada por el Clima en un Curso Avanzado de Español
• Enlaces
  • Texto completo
• Resumen
  • español

    En la última década, tanto la Asociación de Lenguas Modernas (MLA) como el Consejo Americano para la Enseñanza de Lenguas Extranjeras (ACTFL) impulsaron cambios curriculares para integrar mejor las lenguas y las culturas, abogando por el trabajo multidisciplinario con la intención de ampliar las habilidades lingüísticas y culturales de los estudiantes, así como el conocimiento regional. Bajo este espíritu, y para fomentar la adquisición de la lengua a través del contenido, los autores se embarcaron en el diseño de un módulo de enseñanza multidisciplinario en un curso avanzado de español para explorar los vínculos entre los choques climáticos y la migración humana en México y Centroamérica. Al principio del artículo, los autores discuten los marcos teóricos y pedagógicos de este rediseño curricular. Posteriormente, se presenta una descripción de los componentes curriculares. Los resultados de datos cuantitativos y cualitativos indicanque los estudiantes fueron capaces de avanzar en el conocimiento del contenido de otras disciplinas mientras desarrollaban sus habilidades lingüísticas en español.

  • English

    In the past decade, both the Modern Language Association (MLA) and the American Council on the Teaching of Foreign Languages (ACTFL) called for curricular changes that better integrate languages and cultures, advocating for multidisciplinary work with the intent to broaden learners’ linguistic and cultural skills as well as regional expertise. It is in this spirit, and to engage language through content, that the authors embarked on the design of a multidisciplinary teaching module in an advanced Spanish course to explore the links between climate shocks and human migration in México and Central America. At the beginning of the article, the authors discuss the theoretical and pedagogical frameworks of this curricular redesign. Afterward, a description of the curricular components is presented. Results from both quantitative and qualitative data indicate that students were able to advance content knowledge from other disciplines while developing their linguistic skills in Spanish.

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