Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia
ilustraciones, gráficos, tablas
- Autores:
-
Osorio Rojas, Alejandra
Valencia Zapata, Diego Andrés
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4610
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4610
- Palabra clave:
- Aprendizaje integrado de contenidos y lengua
Competencia lingüística
Inglés
Enseñanza
Content and language integrated learning
Linguistic competence
English
Teaching
- Rights
- openAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
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Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia |
| dc.title.titleenglish.spa.fl_str_mv |
Using CLIL for developing linguistic competence and reading comprehension in eighth and ninth grade students at the Jovita Santacoloma school in Tulua, Colombia |
| title |
Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia |
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Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia Aprendizaje integrado de contenidos y lengua Competencia lingüística Inglés Enseñanza Content and language integrated learning Linguistic competence English Teaching |
| title_short |
Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia |
| title_full |
Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia |
| title_fullStr |
Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia |
| title_full_unstemmed |
Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia |
| title_sort |
Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, Colombia |
| dc.creator.fl_str_mv |
Osorio Rojas, Alejandra Valencia Zapata, Diego Andrés |
| dc.contributor.advisor.none.fl_str_mv |
Ramos Acosta, Lizeth |
| dc.contributor.author.none.fl_str_mv |
Osorio Rojas, Alejandra Valencia Zapata, Diego Andrés |
| dc.contributor.orcid.spa.fl_str_mv |
https://orcid.org/0000-0002-9035-1992 |
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https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001661885 |
| dc.subject.proposal.spa.fl_str_mv |
Aprendizaje integrado de contenidos y lengua Competencia lingüística Inglés Enseñanza |
| topic |
Aprendizaje integrado de contenidos y lengua Competencia lingüística Inglés Enseñanza Content and language integrated learning Linguistic competence English Teaching |
| dc.subject.keywords.spa.fl_str_mv |
Content and language integrated learning Linguistic competence English Teaching |
| description |
ilustraciones, gráficos, tablas |
| publishDate |
2024 |
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2024-07-23T01:13:08Z |
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2024-07-23T01:13:08Z |
| dc.date.issued.none.fl_str_mv |
2024 |
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bachelor thesis |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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http://hdl.handle.net/20.500.12993/4610 |
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Instname:Unidad Central del Valle del Cauca |
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reponame:Repositorio Institucional Unidad Central del Valle del Cauca |
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Instname:Unidad Central del Valle del Cauca reponame:Repositorio Institucional Unidad Central del Valle del Cauca repourl:https://repositorio.uceva.edu.co/ |
| dc.language.iso.spa.fl_str_mv |
eng |
| language |
eng |
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Admiraal, W., G. Westhoff and K. de Bot. (2006). Evaluation of bilingual secondary education in the Netherlands: students’ language proficiency in English. Educational Research and Evaluation 12, no. 1: 75–93. Antúnez, S. (1993). Claves para la organización de centros escolares. Barcelona: Editorial ICE-Horsori. Araque Cuellar, A. (2022). Implementing curriculum reforms in English language teaching: Challenges and opportunities for public school teachers in Colombia. Colombian Applied Linguistics Journal, 24(1), 1-20. Asher, J. J. (1969). The Total Physical Response approach to second language learning. The Modern Language Journal, 53(1), 3-17. Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer-Science+Business Media. Bachman, L. F. (1989). Fundamental considerations in language testing. Oxford, UK: Oxford University Press. https://doi.org/10.1017/S0267190500001318 Bardin, L. (2011). Content Analysis. Sao Paulo: Edicoes, 70. Brinton, M., Snow, A., & Wesche, B. (1989). Content-based second language instruction. New York: Harper & Row. British Council. (n.d.). English in Colombia: An examination of policy, perceptions and influencing factors. Retrieved from https://ei.britishcouncil.org/sites/default/files/latin-america-research/English%20in%20Colombia.pdf Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education. Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43, 4579–4598. Celce-Murcia, M. (Ed.). (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle. Cenoz & Gorter, D. (Eds.). Language and Content Integration in Education: From Theory to Practice (pp. 25-40). Amsterdam, the Netherlands: John Benjamins Publishing Company. Coleman L.O., et al. (2016). Integrating computing across the curriculum: the impact of internal barriers and training intensity on computer integration in the elementary school classroom. J. Educ. Comput. Compendium for Early Career Researchers in Mathematics Education . ICME-13 Monographs. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Coyle, D. Marsh, D,. & Wolff D. (2007). The CLIL quality change, Diverse Contexts-Converging Goals: CLIL in Europe. (pg. 47-58) Creswell, J.W. & Plano, V.L. (2018). Designing and Conducting Mixed Methods Research. Sage Publications. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters. Dallinger, S., K. et al. (2016). The effects of content and language integrated learning on students’ English and history competences – killing two birds with one stone? Learning and Instruction 41: 23–31. Dalton, P, C. (2017). Content and language integrated learning: A research agenda. Language Teaching, 50(3), 341-356. Dalton, P, C. (2017). CLIL and Content-Specific Conceptual Knowledge. In J. Díaz, B, F., & Hernández, R, G. (2002). Estrategias docentes para un aprendizaje significativo una interpretación constructivista (2ª edición). do Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205-242). International Reading Association. Education Theory Made Practical. (n.d.). Ausubel’s meaningful learning theory. https://books.macpfd.ca European School Education Platform. (2024). CLIL: Content and Language Integrated Learning. School-education.ec.europa.eu Howatt, A. P. R., & Widdowson, H. G. (2004). A History of English Language Teaching (2nd ed.). Oxford University Press. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press. Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly, 25(2), 279-295. Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press. Ferrando, E. (2018). La enseñanza de segundas lenguas mediante contenidos históricos: un modelo teórico-práctico para el diseño de materiales con el enfoque AICLE. LACLIL, 11(2), 275-307. DOI: 10.5294/laclil.2018.11.2.5. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold. Gómez Delgado, G. (2017). The history of English language teaching in Colombian secondary education: A critical review. PROFILE Issues in Teachers' Professional Development, 19(1), 9-24. Harvard University. (2021). Basic mixed methods research designs [Image]. Retrieved from https://catalyst.harvard.edu/community-engagement/mmr/hcat_mmr_sm-6090567e0f943-60905896c80af-60e5fdbc2399e-60e5fdd8057fc-610bf777da6a0-610bf7808de24-610bf792228a4-610bf8685d8f5-610bf871cbea9/ Hernandez, S, R. (2014). Definición del alcance de la investigación que se realizará: exploratorio, descriptivo, correlacional o explicativo. In C. Fernandez and P. Baptista (Ed.), Metodología de la investigación (88-101). McGraw Hill Education. Juan, G., & J. Salazar, N, 123–137. Amsterdam: Springer Kelly, K. (2005). “Getting Started in CLIL”, paper presented at IATEFL Conference in Budapest, October 2005. Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press. Kasper, G., & Rose, K. R. (2001). Pragmatic development in a second language. Blackwell. Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1: 30–41 León, J. A., Escudero, I., y Olmos, R. (2012). Evaluación de la comprensión lectora. ECOMPLEC. Madrid, España: TEA Ediciones.Metodologia de la investigación, Hernandez Sampieri Communicative Language Teaching Today Jack C. Richards. https://files.eric.ed.gov/fulltext/ED601959.pdf Lyster, R. Ruiz de Zarobe. (2017). Introduction: instructional practices and teacher development in CLIL and immersion school settings. Int J Biling Educ Biling 21(3):273–274 Matencio, R. (2009). La Unidad Didáctica en Educación Primaria. Córdoba, Argentina: Centro de Profesorado. Mehisto, P., Marsh, D., & Frigols, M. (2008). Uncovering CLIL: Content and Language Integrated Learning. Oxford, UK: Oxford University Press. Ministerio de Educación Nacional. (2023). Ley 1324 de 2009. https://www.mineducacion.gov.co/1621/articles-210697_archivo_pdf_ley_1324.pdf Moreno de Diezmas, E. N. (2016). The impact of CLIL on the acquisition of L2 competences and skills in primary education. International Journal of English Studies, 16(2), https://files.eric.ed.gov/fulltext/EJ1123267.pdf Morse, J. M. (2015). Qualitative research methods for health professionals: A practical guide. Routledge. European Parliament. (2021). Language policy. https://www.europarl.europa.eu SpringerLink. (2021). Power and language policies in the EU. https://link.springer.com Pontificia Universidad Javeriana. (2023). Informe Nacional de la Prueba de Inglés - Lee 2023. https://www.javeriana.edu.co/recursosdb/5581483/8102914/INF-69-INGLE%CC%81S-LEE2023.pdf Prieto, A, J. et al. (2015). Testing Progress on Receptive Skills in CLIL and non-CLIL Contexts. In Content-based Language Learning in Multilingual Educational Environments, ed. M. Razmjoo, S. A. (2011). Principles and theories of language teaching: A compact preparatory course.Tehran, Iran: Rahnama Press. Ruiz, L, A. Y., & Villada. (2023). TULUÁ, CIUDAD REGIÓN EN ARAS DEL BILINGÜISMO: DIAGNÓSTICO AL FOMENTO DEL INGLÉS EN EL MUNICIPIO (2013-2021). https://repositorio.uceva.edu.co/bitstream/handle/20.500.12993/2622/T-Ruiz-Villada(2023).pdf?sequence=1 Ruiz, Y., Zenotz, V. (2015). Reading strategies and CLIL: the effect of training in formal instruction. The Language Learning Journal, Vol. 43, No. 3, 319–333, http://dx.doi.org/10.1080/09571736.2015.1053284 Rumlich, D. (2014). Gauging the CLIL effect: results from a large-scale longitudinal study on CLIL programmes at German secondary schools. Paper presented at the AILA World Conference of applied Linguistics in Brisbane, Australia. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. Sánchez, J, A. (2013). BILINGÜISMO EN COLOMBIA. Economía & Región, Vol. 7, No. 2, 65-89. http://repositorio.utb.edu.co/bitstream/handle/20.500.12585/9757/0183.pdf?se %20quence=1&isAllowed=y Vollstedt, M., Rezat, S. (2019). An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm. In: Kaiser, G., Presmeg, N. (eds) Wolff, D. (2012). The European Framework for CLIL Teacher Education. Synergies Italie, 8, 105-116. DOI: 10.13042/Bordon.2019.72250 Wisdom, J. P., et al. (2012). Methodological reporting in qualitative, quantitative, and mixed methods health services research articles. |
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Ramos Acosta, LizethOsorio Rojas, AlejandraValencia Zapata, Diego Andréshttps://orcid.org/0000-0002-9035-1992https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001661885Tuluá, Valle del Cauca, ColombiaTuluá2024-07-23T01:13:08Z2024-07-23T01:13:08Z2024http://hdl.handle.net/20.500.12993/4610Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEste proyecto explora la efectividad del Aprendizaje Integrado de Contenidos y Lengua (AICLE) para mejorar la competencia lingüística y la comprensión lectora de estudiantes de octavo y noveno grado en la escuela Jovita Santacoloma de Tuluá, Colombia. Centrándose tanto en el aprendizaje del idioma como en el aprendizaje de la materia, el estudio investiga si una unidad didáctica basada en AICLE puede mejorar la competencia lingüística y comprensión lectora en inglés entre estos estudiantes. La investigación adopta un enfoque de métodos mixtos, integrando datos cuantitativos y cualitativos. Los resultados iniciales, evaluados a través de las evaluaciones de Cambridge, indicaron bajos niveles de dominio del inglés, lo que se alinea con las preocupaciones nacionales sobre la educación en inglés en Colombia. La intervención consistió en la implementación de una unidad didáctica basada en AICLE adaptada al currículo de los estudiantes y en la evaluación de su impacto a través de pruebas previas y posteriores. Se recolectaron datos cualitativos a través del uso de diarios de campo, centrándose en la participación de los estudiantes y la aplicación práctica del inglés en el aula. Los hallazgos sugieren que AICLE puede mejorar significativamente la competencia lingüística y comprensión lectora de los estudiantes al proporcionarles una experiencia de aprendizaje más inmersiva y contextualmente relevante. Este estudio contribuye a las discusiones en curso sobre las estrategias efectivas de enseñanza de idiomas y apoya la adopción de AICLE en contextos educativos similares.Abstract / Resumen / Introduction / Problem statement / Rationale / Research question / Objectives / General objective / Specific objectives / Contextualization / Background / International Background Studies / Theoretical Framework / The Language Triptych / Didactic Unit / Reading Comprehension / Linguistic Competence / Research Approach / Methodology / Research Design / Instruments of data collection / Field journal / Didactic unit / Data analysis grid / Data analysis results / Quantitative results / Qualitative Data Analysis / Category / Content and language integration / Category / Intercultural knowledge and/or awareness / Category / Students’ participation and/or motivation toward language learning / Category / A new perception toward English Language Learning / Discussion / Conclusion / Recommendations / References / Appendix /Licenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThis project explores the effectiveness of Content and Language Integrated Learning (CLIL) in enhancing the linguistic competence and reading comprehension of eighth and ninth grade students at the Jovita Santacoloma school in Tuluá, Colombia. Focusing on both language and subject matter learning, the study investigates whether a didactic unit based on CLIL can improve the linguistic competence and reading comprehension in English among these students. The research adopts a mixed-method approach, integrating both quantitative and qualitative data. Initial results, assessed through Cambridge English Assessments, indicated low levels of English proficiency, which aligned with national concerns about English education in Colombia. The intervention involved implementing a CLIL-based didactic unit tailored to the students’ curriculum and assessing its impact through pre and post-tests. Qualitative data was gathered from field journals, focusing on student engagement and the practical application of English in classroom settings. The findings suggest that CLIL can significantly enhance the linguistic competence and reading comprehension of students by providing them with a more immersive and contextually relevant learning experience. This study contributes to the ongoing discussions about effective language teaching strategies and supports the adoption of CLIL in similar educational contexts.PDF162 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Uso de AICLE para el desarrollo de la competencia lingüística y la comprensión lectora en estudiantes de octavo y noveno grado de la escuela Jovita Santacoloma en Tuluá, ColombiaUsing CLIL for developing linguistic competence and reading comprehension in eighth and ninth grade students at the Jovita Santacoloma school in Tulua, Colombiabachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónAprendizaje integrado de contenidos y lenguaCompetencia lingüísticaInglésEnseñanzaContent and language integrated learningLinguistic competenceEnglishTeachingAdmiraal, W., G. Westhoff and K. de Bot. (2006). Evaluation of bilingual secondary education in the Netherlands: students’ language proficiency in English. Educational Research and Evaluation 12, no. 1: 75–93.Antúnez, S. (1993). Claves para la organización de centros escolares. Barcelona: Editorial ICE-Horsori.Araque Cuellar, A. (2022). Implementing curriculum reforms in English language teaching: Challenges and opportunities for public school teachers in Colombia. Colombian Applied Linguistics Journal, 24(1), 1-20.Asher, J. J. (1969). The Total Physical Response approach to second language learning. The Modern Language Journal, 53(1), 3-17.Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer-Science+Business Media.Bachman, L. F. (1989). Fundamental considerations in language testing. Oxford, UK: Oxford University Press. https://doi.org/10.1017/S0267190500001318Bardin, L. (2011). Content Analysis. Sao Paulo: Edicoes, 70.Brinton, M., Snow, A., & Wesche, B. (1989). Content-based second language instruction. New York: Harper & Row.British Council. (n.d.). English in Colombia: An examination of policy, perceptions and influencing factors. Retrieved from https://ei.britishcouncil.org/sites/default/files/latin-america-research/English%20in%20Colombia.pdfBrown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43, 4579–4598.Celce-Murcia, M. (Ed.). (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle.Cenoz & Gorter, D. (Eds.). Language and Content Integration in Education: From Theory to Practice (pp. 25-40). Amsterdam, the Netherlands: John Benjamins Publishing Company.Coleman L.O., et al. (2016). Integrating computing across the curriculum: the impact of internal barriers and training intensity on computer integration in the elementary school classroom. J. Educ. Comput.Compendium for Early Career Researchers in Mathematics Education . ICME-13 Monographs.Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment.Coyle, D. Marsh, D,. & Wolff D. (2007). The CLIL quality change, Diverse Contexts-Converging Goals: CLIL in Europe. (pg. 47-58)Creswell, J.W. & Plano, V.L. (2018). Designing and Conducting Mixed Methods Research. Sage Publications.Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.Dallinger, S., K. et al. (2016). The effects of content and language integrated learning on students’ English and history competences – killing two birds with one stone? Learning and Instruction 41: 23–31.Dalton, P, C. (2017). Content and language integrated learning: A research agenda. Language Teaching, 50(3), 341-356.Dalton, P, C. (2017). CLIL and Content-Specific Conceptual Knowledge. In J.Díaz, B, F., & Hernández, R, G. (2002). 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