Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology

Los educadores requieren de formación especializada para atender eficazmente las demandas académicas de la institución y ajustarse a las transformaciones sociales. En respuesta a esta necesidad, la Universidad Santo Tomás ha implementado un programa voluntario de formación dirigido a docentes, a tra...

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Autores:: Sánchez Valencia, Elisabet

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology
title	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology
spellingShingle	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology EFL community Language Proficiency CLIL Teacher’s experiences Lenguas Extrajeras inglés Formación especializada Experiencias vividas Entendimiento intercultural Formación especializada Comunidad EFL Dominio del idioma AICLE Experiencias de los docentes
title_short	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology
title_full	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology
title_fullStr	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology
title_full_unstemmed	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology
title_sort	Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology
dc.creator.fl_str_mv	Sánchez Valencia, Elisabet
dc.contributor.advisor.none.fl_str_mv	Castellanos Reyes, Oliver David
dc.contributor.author.none.fl_str_mv	Sánchez Valencia, Elisabet
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0009-0000-5199-2976
dc.contributor.googlescholar.spa.fl_str_mv	https://scholar.google.com/citations?user=KT4TsYwAAAAJ&hl=es&oi=ao
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dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	EFL community Language Proficiency CLIL Teacher’s experiences
topic	EFL community Language Proficiency CLIL Teacher’s experiences Lenguas Extrajeras inglés Formación especializada Experiencias vividas Entendimiento intercultural Formación especializada Comunidad EFL Dominio del idioma AICLE Experiencias de los docentes
dc.subject.lemb.spa.fl_str_mv	Lenguas Extrajeras inglés Formación especializada Experiencias vividas Entendimiento intercultural Formación especializada
dc.subject.proposal.spa.fl_str_mv	Comunidad EFL Dominio del idioma AICLE Experiencias de los docentes
description	Los educadores requieren de formación especializada para atender eficazmente las demandas académicas de la institución y ajustarse a las transformaciones sociales. En respuesta a esta necesidad, la Universidad Santo Tomás ha implementado un programa voluntario de formación dirigido a docentes, a través de un diplomado en AICLE bajo el liderazgo de la seccional Bucaramanga. Por lo tanto, el propósito de esta investigación es realizar un análisis cualitativo de las experiencias vividas por los docentes durante este proceso de formación, abordando aspectos como su motivación y compromiso. Se pretende mostrar que tanto la adquisición de competencias lingüísticas como el dominio de contenidos juegan un papel fundamental en el adecuado desarrollo de esta metodología. Además, se consideran factores como la comprensión intercultural y la percepción de su relevancia en el entorno práctico, que tendrán un impacto significativo en el éxito de la implementación de los conocimientos adquiridos.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-06-26T13:10:18Z
dc.date.available.none.fl_str_mv	2024-06-26T13:10:18Z
dc.date.issued.none.fl_str_mv	2024
dc.type.local.spa.fl_str_mv	Trabajo de grado
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dc.identifier.citation.spa.fl_str_mv	Sánchez Valencia, E. (2024). Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.
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identifier_str_mv	Sánchez Valencia, E. (2024). Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/55920
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language	spa
dc.relation.references.spa.fl_str_mv	Altrichter, H., Posch, P. and Somekh, B. (1996) Teachers Investigate Their Work: An Introduction To The Methods Of Action Research. London: Routledge. Alvarez Idarraga, N. J. (2021). El Aprendizaje Basado en Proyectos como metodología incluyente: apropiación del inglés como lengua extranjera a través de esquemas de intervención social. Rastros Rostros, 23(1), 1-20. https://doi.org/10.16925/2382-4921.2021.01.07 Alvarez Idarraga, N. J., & Orjuela Romero, I. D. (2024). Soft and Hard Skills to Be Developed By a Pre-Service Teacher under Distance Learning: Case Study. International Journal of Scientific Research and Management (IJSRM), 12(02), 3194–3205. https://doi.org/10.18535/ijsrm/v12i02.el04 Arismendi Gómez, F. A., Díaz Mosquera, C. P., & Salazar Valencia, L. N. (2008). Designing and Implementing Content-Based Courses in English with a Non-Language Faculty at a Public Colombian University. Profile: Issues in Teachers' Professional Development, (10), 113-134. Bluhm, D., Harman, W., Lee, T. & Mitchell, T. (2011), Qualitative Research in Management: A Decade of Progress, Journal of Management Studies, 48(8) 1699–1923 Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green. Bhandari, P. (2020, June 19). What is qualitative research? Scribbr. Retrieved from Scribbr. British Council. (2022). Content and Language Integrated Learning (CLIL). Retrieved from https://www.teachingenglish.org.uk/article/content-and-language-integrated-learning-clil Cambridge Dictionary (2024). At dictionary.cambridge.org. Retrieved from https://dictionary.cambridge.org/es/diccionario/ingles/community Cohen, L., & Manion, L. (1986). Research Methods in Education (3rd ed.). Routledge. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications. Collins Dictionary (2024). At collinsdictionary.com Retrieved from https://www.collinsdictionary.com/dictionary/english/experience Council of Europe (2024). Table 1: CEFR 3.3 Common Reference Levels: Global Scale. Retrieved from https://www.coe.int/en/web/common-european-framework-reference- languages/table-1-cefr-3.3-common-reference-levels-global-scale Coyle, D. (1999). The 4Cs curriculum. In Teaching English. British Council. Retrieved from https://www.teachingenglish.org.uk (TeachingEnglish) (OneStopEnglish). Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Démuth, A. (2013). Perception Theories. FFTU. Denzin, N. (1978) Sociological Methods: A Sourcebook. NY: McGraw Hill. Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford Applied Linguistics. Ferreras-Listán, M., Pineda-Alfonso, J. A., & Hunt-Gómez, C. I. (2020). Heritage Education as a Tool for Creating Critical Citizens: Analysis of Conceptions of Teachers in Training. In E. Delgado-Algarra, & J. Cuenca-López (Eds.), Handbook of Research on Citizenship and Heritage Education (pp. 199-218). Hershey, PA: IGI Global. doi:10.4018/978-1- 7998- 1978-3.ch010 Harmer J. (2005) The Practice of English Language Teaching (5th ed.) / – Essex: Pearson Education. P. 8 Imas, L.M. (2009). Designing and conducting case studies for development evaluations. In A Preconference Workshop for the IDEAS Global Assembly, Johannesburg, South Africa. Jick, T. (1979), Mixing Qualitative and Quantitative Methods: Triangulation in Action, Administrative Science Quarterly, 24(4), 602-611. Language Testing International (n.d.). Understanding Proficiency. Retrieved from https://www.languagetesting.com/lti-information/understanding-proficiency McDougald, J. (2015). Teachers´ attitudes, perceptions and experiences in CLIL: A look at content and language. Colomb. Appl. Linguist. J., 17(1), pp. 25-41. McDougald, J. S., & Pissarello, D. (2020). Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program. Íkala, Revista De Lenguaje Y Cultura, 25(2), 353–372. https://doi.org/10.17533/udea.ikala.v25n02a03 McMillan, D.W., & Chavis, D.M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), pp. 6-23. Macmillan Dictionary (2024). At macmillandictionary.com. Retrieved from https://www.macmillandictionary.com/dictionary/british/community MacQueen, K. M., McLellan, E., Metzger, D. S., Kegeles, S., Strauss, R. P., Scotti, R., Blanchard, L., & Trotter, R. T., 2nd (2001). What is community? An evidence-based definition for participatory public health. American journal of public health, 91(12), 1929– 1938. https://doi.org/10.2105/ajph.91.12.1929 Medina, M., Bonilla, M., López, D., Hernández, E., Rodríguez, S.M. (2016). Research at the LLEI. Nunan, D. (1995). Research methods in language learning. Cambridge, UK: Cambridge University Press Pena Díaz, C.; Porto Requejo, M.D. (2008). “Teacher Beliefs in a CLIL Education Project”. Porta Linguarum, 10, 151-61 Rovai, A.A.P.. (2002). A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses. Journal of Asynchronous Learning Network. 6. 41-56. 10.24059/olj.v6i1.1871. Sarason, S. B. (1974). The psychological sense of community: Perspectives for community psychology. San Francisco: Jossey-Bass. Stake, R. E. (1995) The art of Case Study Research. Thousand Oaks, Calif.: Sage. Universidad Santo Tomás. (2024). Inicio. https://usantotomas.edu.co/inicio Strotmann, B., Bamond, V., López Lago, J., Bailen, M., Bonilla, S., & Montesinos, F. B. (2014). Improving bilingual higher education: Training university professors in content and language integrated learning. Higher Learning Research Communications, 4 (1). DOI:10.18870/hlrc.v4i1.198 Vraciu, Alexandra. (2014). CLILing at university: Insights from the lecturer training programme at the Universitat Politècnica de Catalunya. Wunsch, M. A. (1994). Developing mentoring programs: Major themes and issues. New directions for teaching and learning, 1994(57), pp. 27-34. Tomás
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spelling	Castellanos Reyes, Oliver DavidSánchez Valencia, Elisabethttps://orcid.org/0009-0000-5199-2976https://scholar.google.com/citations?user=KT4TsYwAAAAJ&hl=es&oi=aohttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002028020https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001928806Universidad Santo Tomás2024-06-26T13:10:18Z2024-06-26T13:10:18Z2024Sánchez Valencia, E. (2024). Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/55920reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coLos educadores requieren de formación especializada para atender eficazmente las demandas académicas de la institución y ajustarse a las transformaciones sociales. En respuesta a esta necesidad, la Universidad Santo Tomás ha implementado un programa voluntario de formación dirigido a docentes, a través de un diplomado en AICLE bajo el liderazgo de la seccional Bucaramanga. Por lo tanto, el propósito de esta investigación es realizar un análisis cualitativo de las experiencias vividas por los docentes durante este proceso de formación, abordando aspectos como su motivación y compromiso. Se pretende mostrar que tanto la adquisición de competencias lingüísticas como el dominio de contenidos juegan un papel fundamental en el adecuado desarrollo de esta metodología. Además, se consideran factores como la comprensión intercultural y la percepción de su relevancia en el entorno práctico, que tendrán un impacto significativo en el éxito de la implementación de los conocimientos adquiridos.Educators require specialized training in order to effectively address the academic demands of the institution and adjust to social transformations. In response to this need, Universidad Santo Tomás has implemented a voluntary training program aimed at teachers, through a diploma course in CLIL under the leadership of the Bucaramanga branch. Therefore, the purpose of this research is to conduct a qualitative analysis of the experiences lived by teachers during this training process, addressing aspects such as their motivation and commitment. The aim is to show that both the acquisition of linguistic competences and the mastery of contents play a fundamental role in the adequate development of this methodology. In addition, factors such as intercultural understanding and the perception of its relevance in the practical environment are considered, which will have a significant impact on the successful implementation of the knowledge acquired.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Educators’ Experiences in Training CLIL (Content Language Integrated Learning) MethodologyEFL communityLanguage ProficiencyCLILTeacher’s experiencesLenguas Extrajeras inglésFormación especializadaExperiencias vividasEntendimiento interculturalFormación especializadaComunidad EFLDominio del idiomaAICLEExperiencias de los docentesTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAltrichter, H., Posch, P. and Somekh, B. (1996) Teachers Investigate Their Work: An Introduction To The Methods Of Action Research. London: Routledge.Alvarez Idarraga, N. J. (2021). El Aprendizaje Basado en Proyectos como metodología incluyente: apropiación del inglés como lengua extranjera a través de esquemas de intervención social. Rastros Rostros, 23(1), 1-20. https://doi.org/10.16925/2382-4921.2021.01.07Alvarez Idarraga, N. J., & Orjuela Romero, I. D. (2024). Soft and Hard Skills to Be Developed By a Pre-Service Teacher under Distance Learning: Case Study. International Journal of Scientific Research and Management (IJSRM), 12(02), 3194–3205. https://doi.org/10.18535/ijsrm/v12i02.el04Arismendi Gómez, F. A., Díaz Mosquera, C. P., & Salazar Valencia, L. N. (2008). Designing and Implementing Content-Based Courses in English with a Non-Language Faculty at a Public Colombian University. Profile: Issues in Teachers' Professional Development, (10), 113-134.Bluhm, D., Harman, W., Lee, T. & Mitchell, T. (2011), Qualitative Research in Management: A Decade of Progress, Journal of Management Studies, 48(8) 1699–1923Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green.Bhandari, P. (2020, June 19). What is qualitative research? Scribbr. Retrieved from Scribbr.British Council. (2022). Content and Language Integrated Learning (CLIL). Retrieved from https://www.teachingenglish.org.uk/article/content-and-language-integrated-learning-clilCambridge Dictionary (2024). At dictionary.cambridge.org. Retrieved from https://dictionary.cambridge.org/es/diccionario/ingles/communityCohen, L., & Manion, L. (1986). Research Methods in Education (3rd ed.). Routledge.Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.Collins Dictionary (2024). At collinsdictionary.com Retrieved from https://www.collinsdictionary.com/dictionary/english/experienceCouncil of Europe (2024). Table 1: CEFR 3.3 Common Reference Levels: Global Scale. Retrieved from https://www.coe.int/en/web/common-european-framework-reference- languages/table-1-cefr-3.3-common-reference-levels-global-scaleCoyle, D. (1999). The 4Cs curriculum. In Teaching English. British Council. Retrieved from https://www.teachingenglish.org.uk (TeachingEnglish) (OneStopEnglish).Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles?Démuth, A. (2013). Perception Theories. FFTU.Denzin, N. (1978) Sociological Methods: A Sourcebook. NY: McGraw Hill.Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford Applied Linguistics.Ferreras-Listán, M., Pineda-Alfonso, J. A., & Hunt-Gómez, C. I. (2020). Heritage Education as a Tool for Creating Critical Citizens: Analysis of Conceptions of Teachers in Training. In E. Delgado-Algarra, & J. Cuenca-López (Eds.), Handbook of Research on Citizenship and Heritage Education (pp. 199-218). Hershey, PA: IGI Global. doi:10.4018/978-1- 7998- 1978-3.ch010Harmer J. (2005) The Practice of English Language Teaching (5th ed.) / – Essex: Pearson Education. P. 8Imas, L.M. (2009). Designing and conducting case studies for development evaluations. In A Preconference Workshop for the IDEAS Global Assembly, Johannesburg, South Africa.Jick, T. (1979), Mixing Qualitative and Quantitative Methods: Triangulation in Action, Administrative Science Quarterly, 24(4), 602-611.Language Testing International (n.d.). Understanding Proficiency. Retrieved from https://www.languagetesting.com/lti-information/understanding-proficiencyMcDougald, J. (2015). Teachers´ attitudes, perceptions and experiences in CLIL: A look at content and language. Colomb. Appl. Linguist. J., 17(1), pp. 25-41.McDougald, J. S., & Pissarello, D. (2020). Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program. Íkala, Revista De Lenguaje Y Cultura, 25(2), 353–372. https://doi.org/10.17533/udea.ikala.v25n02a03McMillan, D.W., & Chavis, D.M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), pp. 6-23.Macmillan Dictionary (2024). At macmillandictionary.com. Retrieved from https://www.macmillandictionary.com/dictionary/british/communityMacQueen, K. M., McLellan, E., Metzger, D. S., Kegeles, S., Strauss, R. P., Scotti, R., Blanchard, L., & Trotter, R. T., 2nd (2001). What is community? An evidence-based definition for participatory public health. American journal of public health, 91(12), 1929– 1938. https://doi.org/10.2105/ajph.91.12.1929Medina, M., Bonilla, M., López, D., Hernández, E., Rodríguez, S.M. (2016). Research at the LLEI.Nunan, D. (1995). Research methods in language learning. Cambridge, UK: Cambridge University PressPena Díaz, C.; Porto Requejo, M.D. (2008). “Teacher Beliefs in a CLIL Education Project”. Porta Linguarum, 10, 151-61Rovai, A.A.P.. (2002). A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses. Journal of Asynchronous Learning Network. 6. 41-56. 10.24059/olj.v6i1.1871.Sarason, S. B. (1974). The psychological sense of community: Perspectives for community psychology. San Francisco: Jossey-Bass.Stake, R. E. (1995) The art of Case Study Research. Thousand Oaks, Calif.: Sage.Universidad Santo Tomás. (2024). Inicio. https://usantotomas.edu.co/inicioStrotmann, B., Bamond, V., López Lago, J., Bailen, M., Bonilla, S., & Montesinos, F. B. (2014). Improving bilingual higher education: Training university professors in content and language integrated learning. Higher Learning Research Communications, 4 (1). DOI:10.18870/hlrc.v4i1.198Vraciu, Alexandra. (2014). CLILing at university: Insights from the lecturer training programme at the Universitat Politècnica de Catalunya.Wunsch, M. A. (1994). Developing mentoring programs: Major themes and issues. New directions for teaching and learning, 1994(57), pp. 27-34.TomásTHUMBNAIL2024cartadederechosdeautor.pdf.jpg2024cartadederechosdeautor.pdf.jpgIM Thumbnailimage/jpeg6304https://repository.usta.edu.co/bitstream/11634/55920/6/2024cartadederechosdeautor.pdf.jpg99aad419b49e082085feff59711659daMD56open access2024cartadefacultad.pdf.jpg2024cartadefacultad.pdf.jpgIM Thumbnailimage/jpeg9303https://repository.usta.edu.co/bitstream/11634/55920/7/2024cartadefacultad.pdf.jpg7da5035291616f1d26ed50b8eb048c29MD57open access2024elisabetsanchez.pdf.jpg2024elisabetsanchez.pdf.jpgIM Thumbnailimage/jpeg4002https://repository.usta.edu.co/bitstream/11634/55920/8/2024elisabetsanchez.pdf.jpg0bcfcb57739e7b836bcab3c49a59bea4MD58open accessORIGINAL2024cartadederechosdeautor.pdf2024cartadederechosdeautor.pdfapplication/pdf127493https://repository.usta.edu.co/bitstream/11634/55920/1/2024cartadederechosdeautor.pdfc966aff5b7d1cb19d59b9d63a484a936MD51metadata only access2024cartadefacultad.pdf2024cartadefacultad.pdfapplication/pdf333480https://repository.usta.edu.co/bitstream/11634/55920/2/2024cartadefacultad.pdf7145dd2de761fa41937def4d33a57031MD52metadata only access2024elisabetsanchez.pdf2024elisabetsanchez.pdfapplication/pdf672707https://repository.usta.edu.co/bitstream/11634/55920/3/2024elisabetsanchez.pdf838077478f474758a9d4cb6cfea83c3bMD53open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/55920/5/license.txtaedeaf396fcd827b537c73d23464fc27MD55open accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repository.usta.edu.co/bitstream/11634/55920/4/license_rdf217700a34da79ed616c2feb68d4c5e06MD54open access11634/55920oai:repository.usta.edu.co:11634/559202024-06-27 03:00:54.485metadata only accessRepositorio Universidad Santo Tomásrepositorio@usta.edu.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

Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology

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