Experimentar el CLIL con el uso de tareas y distintos géneros

Detalles Bibliográficos
Publicado en:	Latin American journal of content and languaje integrated learning. Vol. 3 No. 1 (2010),11-17 3. Chia, Colombia : Universidad de La Sabana, 2010 Research Articles
Autor Principal:	Cendoya, Ana María
Otros autores o Colaboradores:	Di Bin, María Verónica
Formato:	Artículo
Temas:	Contenido Tareas Tipos de texto Pedagogía basada en géneros AICLE Content Language-tasks Text types Genre-based pedagogy CLIL
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.15436/pr.15436.pdf http://sedici.unlp.edu.ar/handle/10915/126982 https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.2 10.5294/laclil.2010.3.1.2
Resumen:	La enseñanza de la lengua inglesa en el siglo veintiuno plantea el desafío de enfrentar la nueva situación de este idioma como lengua franca. En consecuencia, la metodología y la didáctica de su enseñanza han cambiado. Es, en este contexto, que ha surgido una nueva metodología de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL, por sus siglas en inglés). Este ensayo pretende mostrar cuáles son las características centrales de la metodología CLIL y cómo las pedagogías basadas en tareas y en géneros pueden complementarla. A continuación se presenta el análisis de una experiencia en el salón de clase para demostrar cómo la implementación de tareas de resolución de problemas puede ayudar en el mejoramiento de los contextos de CLIL de manera tal que los estudiantes puedan desarrollar su propia competencia lingüística y, a su vez, su propio conocimiento de contenidos en inglés a través de la lectura, la interpretación y la producción de textos de distintos tipos de géneros. Teaching English in the 21st century poses the challenge of facing and adapting to the new status of the English language as a lingua franca. Accordingly, its teaching methodology and didactics have changed too. It is in this context that a new methodology Content and Language Integrated Learning (CLIL) has appeared. This paper aims to point out what the core features of CLIL methodology are and how task-based and genre-based pedagogies can complement it. It then presents the analysis of a classroom experience in order to show how problem solving tasks can help enhance CLIL contexts so that students can develop their linguistic competence as well as their content knowledge in English by means of reading, interpreting, and producing texts of different genre types.
Descripción Física:	p.11-17
ISSN:	ISSN 2011-6721

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Experimentar el CLIL con el uso de tareas y distintos géneros

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.15436/pr.15436.pdf

http://sedici.unlp.edu.ar/handle/10915/126982

https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2010.3.1.2

10.5294/laclil.2010.3.1.2

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