Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior

Este artículo discute los resultados de la implementación del Aprendizaje Integrado de Contenidos Lingüísticos (AICLE) y el Flipped Learning desde la contribución y perspectivas de una profesora de idiomas mediante la reestructuración de las prácticas de enseñanza de la profesora de contenidos. Este...

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Autores:
Velasquez Castellanos, Laura Johanna
Tamayo Arango, María Susana
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2024
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
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oai:repositorio.unbosque.edu.co:20.500.12495/12227
Acceso en línea:
https://hdl.handle.net/20.500.12495/12227
Palabra clave:
Inglés como lengua extranjera
Prácticas docentes
Recursos multimodales
370.1175
CLIL
Flipped learning
EFL
Teaching practices
Multimodal resources
Rights
closedAccess
License
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dc.title.none.fl_str_mv Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
dc.title.translated.none.fl_str_mv CLIL and Flipped Learning aproaches: A pedagogical intervention in higher education
title Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
spellingShingle Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
Inglés como lengua extranjera
Prácticas docentes
Recursos multimodales
370.1175
CLIL
Flipped learning
EFL
Teaching practices
Multimodal resources
title_short Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
title_full Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
title_fullStr Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
title_full_unstemmed Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
title_sort Enfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superior
dc.creator.fl_str_mv Velasquez Castellanos, Laura Johanna
Tamayo Arango, María Susana
dc.contributor.advisor.none.fl_str_mv Rojas Rodríguez, Daniel Hernando
dc.contributor.author.none.fl_str_mv Velasquez Castellanos, Laura Johanna
Tamayo Arango, María Susana
dc.contributor.orcid.none.fl_str_mv Velasquez Castellanos, Laura Johanna [0009-0003-1617-8807]
Tamayo Arango, María Susana [0009-0008-4763-9043]
Rojas Rodríguez, Daniel Hernando [0000-0002-3661-0287]
dc.subject.none.fl_str_mv Inglés como lengua extranjera
Prácticas docentes
Recursos multimodales
topic Inglés como lengua extranjera
Prácticas docentes
Recursos multimodales
370.1175
CLIL
Flipped learning
EFL
Teaching practices
Multimodal resources
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv CLIL
Flipped learning
EFL
Teaching practices
Multimodal resources
description Este artículo discute los resultados de la implementación del Aprendizaje Integrado de Contenidos Lingüísticos (AICLE) y el Flipped Learning desde la contribución y perspectivas de una profesora de idiomas mediante la reestructuración de las prácticas de enseñanza de la profesora de contenidos. Este estudio de caso se llevó a cabo en una universidad privada de Bogotá, Colombia. Los datos fueron recolectados a través de grupos focales, entrevistas semiestructuradas y observaciones no participantes. Se encontraron ciertas modificaciones en cuanto a la inclusión de secciones de calentamiento, introducción y vocabulario dentro del uso de recursos multimodales. Adicionalmente, el resultado fueron tareas colaborativas que condujeron a un rendimiento comunicativo en el aula de inglés como lengua extranjera (EFL).
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-05-30T20:31:42Z
dc.date.available.none.fl_str_mv 2024-05-30T20:31:42Z
dc.date.issued.none.fl_str_mv 2024-05
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12495/12227
dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Ansori, M., & Nafi, N. N. (2018). English teachers' perceived benefits and challenges of flipped classroom implementation. JEELS (Journal of English Education and Linguistics Studies), 5(2), 211-227. DOI:10.30762/jeels.v5i2.820
Anwar, K., & Arifani, Y. (2016). Task Based Language Teaching: Development of CALL. International Education Studies, 9(6), 168-183. doi:10.5539/ies.v9n6p168
Arnó-Macià, E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for specific Purposes, 37, 63-73. https://doi.org/10.1016/j.esp.2014.06.007
Banegas, D. L., & del Pozo Beamud, M. (2022). Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal, 53(1), 151-164. https://doi-org.ezproxy.unbosque.edu.co/10.1177/0033688220930442
Beglar, D., & Hunt, A. (2002). Implementing task-based language teaching. Methodology in language teaching: An anthology of current practice, 96-106. DOI:10.1017/CBO9780511667190.015
Bergmann, J., & Sams, A. (2014). Flipped learning. Learning & Leading with Technology, 41(7), 18-23.
Brustureanu, C. (2022). Use of art and expression through art as a way to educate and prepare young people for the professions of the future. Review of Artistic Education, (24), 294-300. https://doi.org/10.2478/rae-2022-0035
Campo Saavedra, M.F, (n.d), Colombia Very Well: Programa Nacional de Inglés. MinEducación. Scoring Models (1 of 3) (mineducacion.gov.co)
Costa, A. (2016). Task-based learning (TBL) and cognition. e-TEALS, 7(1), 108-124. ISSN 1647-712X. DOI: 10.1515/eteals-2016-0010
Coyle, D. (2007). Contentand language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562. DOI:10.2167/beb459.0
Czekanski, K. E., & Wolf, Z. R. (2013). Encouraging and Evaluating Class Participation. Journal of University Teaching and Learning Practice, 10(1), 7. DOI:10.53761/1.10.1.7
Dariyemez, T. (2023). Teaching Speaking Skills through Flipped Classroom Model: EFL Students' Autonomy, Willingness to Communicate, and Anxiety. I-Manager's Journal on English Language Teaching, 13(2), 35-55. https://doi.org/10.26634/jelt.13.2.19444
de Mejía, A.-M. (2011). The national bilingual programme in Colombia: Imposition or opportunity? Apples – Journal of Applied Language Studies, 5(3). https://apples.jyu.fi
Díaz, F. y Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. Una visión constructivista. México: Mc Graw Hill.
Du, X., Guerra, A., Chen, J., Lindsay, E., & Nørgaard, B. (2023). Supporting change in Polish higher education: Academic middle leaders’ perspectives. Educational Management Administration & Leadership, 0(0). https://doi-org.ezproxy.unbosque.edu.co/10.1177/17411432231206247
Farhang, A. P. Q., Hashemi, A. P. S. S. A., & Ghorianfar, A. P. S. M. (2023). Lesson Plan and Its Importance in Teaching Process. International Journal of Current Science Research and Review, 6(08), 5901-5913. DOI: 10.47191/ijcsrr/V6-i8-57
Feo Mora, R.J. (2016). Modelo Teórico para la Formación Docente Centrado en el Aprendizaje Estratégico. DOI:10.13140/RG.2.1.2837.0322
García, O. (2009). Chapter 8 Education, Multilingualism and Translanguaging in the 21st Century. In T. Skutnabb-Kangas, R. Phillipson, A. Mohanty & M. Panda (Ed.), Social Justice through Multilingual Education (pp. 140-158). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781847691910-011
García-Pinar, A. (2022). Exploring Verbal and Non-Verbal Expressions of ESP Undergraduates' own Voices and Identities. International Journal of English Studies, 22(2), 155-175. https://doi.org/10.6018/ijes.508651
Gibbons, P. (2002). Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann.
González-Zamar, M., & Abad-Segura, E. (2022). Global Evidence on Flipped Learning in Higher Education. Education Sciences, 12(8), 515. https://doi.org/10.3390/educsci12080515
Guerrero, C.H., (2008), Bilingual Colombia: What does It Mean to Be Bilingual within the Framework of the National Plan of Bilingualism?. Profile Issues in Teachers` Professional Development, (10), 27-46. Retrieved August 27, 2023, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902008000200003&lng=en&tlng=en.
Han, Z., & Nassaji, H. (2019). Introduction: A snapshot of thirty-five years of instructed second language acquisition. Language Teaching Research, 23(4), 393-402. https://doi-org.ezproxy.unbosque.edu.co/10.1177/1362168818776992
Hiller, K. E. (2021). Introducing Translanguaging in an EAP Course at a Joint-Venture University in China. RELC Journal, 52(2), 307-317. https://doi-org.ezproxy.unbosque.edu.co/10.1177/00336882211014997
Hu, H., Nur Ehsan, M. S., & Hashim, H. (2023). Sustaining Content and Language Integrated Learning in China: A Systematic Review. Sustainability, 15(5), 3894. https://doi.org/10.3390/su15053894
Hugo, H. P., Romero Oliva, M. F., & Carmen, R. C. (2022). Language Teaching through the Flipped Classroom: A Systematic Review. Education Sciences, 12(10), 675. https://doi.org/10.3390/educsci12100675
Khoo, S.-M., Haapakoski, J., Hellstén, M., & Malone, J. (2019). Moving from interdisciplinary research to transdisciplinary educational ethics: Bridging epistemological differences in researching higher education internationalization(s). European Educational Research Journal, 18(2), 181–199. https://doi-org.ezproxy.unbosque.edu.co/10.1177/1474904118781223
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spelling Rojas Rodríguez, Daniel HernandoVelasquez Castellanos, Laura JohannaTamayo Arango, María SusanaVelasquez Castellanos, Laura Johanna [0009-0003-1617-8807]Tamayo Arango, María Susana [0009-0008-4763-9043]Rojas Rodríguez, Daniel Hernando [0000-0002-3661-0287]2024-05-30T20:31:42Z2024-05-30T20:31:42Z2024-05https://hdl.handle.net/20.500.12495/12227instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEste artículo discute los resultados de la implementación del Aprendizaje Integrado de Contenidos Lingüísticos (AICLE) y el Flipped Learning desde la contribución y perspectivas de una profesora de idiomas mediante la reestructuración de las prácticas de enseñanza de la profesora de contenidos. Este estudio de caso se llevó a cabo en una universidad privada de Bogotá, Colombia. Los datos fueron recolectados a través de grupos focales, entrevistas semiestructuradas y observaciones no participantes. Se encontraron ciertas modificaciones en cuanto a la inclusión de secciones de calentamiento, introducción y vocabulario dentro del uso de recursos multimodales. Adicionalmente, el resultado fueron tareas colaborativas que condujeron a un rendimiento comunicativo en el aula de inglés como lengua extranjera (EFL).PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis article discusses the results of implementing Content Language Integrated Learning (CLIL) and Flipped Learning from a language teachers’ contribution and perspectives by restructuring the content professor’s teaching practices. This case study was conducted in a private University in Bogota, Colombia. The data were collected through focus group, semi-structured interview, and non-participant observations. Certain modifications were found regarding the inclusion of warm up, lead-in and vocabulary sections within the use of multimodal resources. In addition, collaborative tasks led towards communicative performance in the English as a Foreign Language (EFL) classroom.application/pdfInglés como lengua extranjeraPrácticas docentesRecursos multimodales370.1175CLILFlipped learningEFLTeaching practicesMultimodal resourcesEnfoques CLIL y Flipped Learning: Una intervención pedagógica en la enseñanza superiorCLIL and Flipped Learning aproaches: A pedagogical intervention in higher educationLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAnsori, M., & Nafi, N. N. (2018). English teachers' perceived benefits and challenges of flipped classroom implementation. JEELS (Journal of English Education and Linguistics Studies), 5(2), 211-227. DOI:10.30762/jeels.v5i2.820Anwar, K., & Arifani, Y. (2016). Task Based Language Teaching: Development of CALL. International Education Studies, 9(6), 168-183. doi:10.5539/ies.v9n6p168Arnó-Macià, E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for specific Purposes, 37, 63-73. https://doi.org/10.1016/j.esp.2014.06.007Banegas, D. L., & del Pozo Beamud, M. (2022). Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal, 53(1), 151-164. https://doi-org.ezproxy.unbosque.edu.co/10.1177/0033688220930442Beglar, D., & Hunt, A. (2002). Implementing task-based language teaching. Methodology in language teaching: An anthology of current practice, 96-106. DOI:10.1017/CBO9780511667190.015Bergmann, J., & Sams, A. (2014). Flipped learning. Learning & Leading with Technology, 41(7), 18-23.Brustureanu, C. (2022). Use of art and expression through art as a way to educate and prepare young people for the professions of the future. Review of Artistic Education, (24), 294-300. https://doi.org/10.2478/rae-2022-0035Campo Saavedra, M.F, (n.d), Colombia Very Well: Programa Nacional de Inglés. MinEducación. Scoring Models (1 of 3) (mineducacion.gov.co)Costa, A. (2016). Task-based learning (TBL) and cognition. e-TEALS, 7(1), 108-124. ISSN 1647-712X. DOI: 10.1515/eteals-2016-0010Coyle, D. (2007). Contentand language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562. DOI:10.2167/beb459.0Czekanski, K. E., & Wolf, Z. R. (2013). Encouraging and Evaluating Class Participation. Journal of University Teaching and Learning Practice, 10(1), 7. DOI:10.53761/1.10.1.7Dariyemez, T. (2023). Teaching Speaking Skills through Flipped Classroom Model: EFL Students' Autonomy, Willingness to Communicate, and Anxiety. I-Manager's Journal on English Language Teaching, 13(2), 35-55. https://doi.org/10.26634/jelt.13.2.19444de Mejía, A.-M. (2011). The national bilingual programme in Colombia: Imposition or opportunity? Apples – Journal of Applied Language Studies, 5(3). https://apples.jyu.fiDíaz, F. y Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. Una visión constructivista. México: Mc Graw Hill.Du, X., Guerra, A., Chen, J., Lindsay, E., & Nørgaard, B. (2023). Supporting change in Polish higher education: Academic middle leaders’ perspectives. Educational Management Administration & Leadership, 0(0). https://doi-org.ezproxy.unbosque.edu.co/10.1177/17411432231206247Farhang, A. P. Q., Hashemi, A. P. S. S. A., & Ghorianfar, A. P. S. M. (2023). Lesson Plan and Its Importance in Teaching Process. 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