L1 in CLIL: The case of Castilla-La Mancha / L1 en AICLE: El caso de Castilla-La Mancha

Palabras clave: Evaluación; Educación Primaria; Legislación Educativa.

Resumen

La enseñanza AICLE implica impartir una DNL (Disciplina No Lingüística) a través de una segunda lengua o lengua extranjera (L2), integrando lengua y contenido. Sin embargo, esta descripción general ignora los contextos docentes donde se emplea la lengua materna (L1). La elección de la lengua puede tener consecuencias tanto en la metodología, en situaciones de aula que favorezcan el uso de la L1, como en los instrumentos de evaluación. Actualmente, los investigadores admiten la importancia de la L1 en AICLE y la legislación sigue gradualmente sus indicaciones. Se ha llevado a cabo un estudio piloto entre maestros de Educación Primaria en la comunidad autónoma de Castilla-La Mancha, España, con el fin de comprobar cómo se abordan estos temas/retos en la escuela. El objetivo del presente estudio es comparar los principales puntos de vista de los agentes implicados en AICLE. El estudio presenta una revisión bibliográfica de las tendencias y estudios recientes sobre AICLE y muestra cómo los recientes cambios legislativos en nuestra región se han adaptado a la investigación. Las opiniones expresadas por maestros en activo revelan la necesidad de indicaciones más claras en la legislación, que debe acercarse a la práctica docente.

 

Abstract

CLIL settings involve teaching a content subject through a second or foreign language (L2), integrating both language and content. However, this general description ignores classroom scenarios which include the use of the mother tongue (L1). The language choice may affect both methodological practices, namely classroom situations that favour the use of the L1, and also assessment instruments. Nowadays, scholars admit on the relevance of the L1 in CLIL and legislation gradually adapts to these indications. We have conducted a pilot study among Primary school teachers in the autonomous region of Castilla-La Mancha, Spain, in order to check how these issues are tackled at school. Therefore, the aim of the present study is to establish a comparison between the main views expressed by stakeholders involved in CLIL. The study presents a review of recent trends and studies in CLIL research that take into account the role of the L1 in methodology and in assessment, and it shows how recent policy changes in our region have adapted to research. Opinions held by in-service teachers reveal the need for clear policy guidelines, which must necessarily be close to classroom practice.

Keywords: CLIL; Assessment; Primary Education; Educative Legislation

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Publicado
2020-01-08