Publication: Discurso, gramática y ciencias naturales en el aula AICLE: un estudio de caso con alumnas de 6º de primaria
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2016-12-12
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Universidad Complutense de Madrid
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Abstract
Este estudio se centra en el discurso en el aula bilingüe en un centro femenino de la Comunidad Autónoma de Madrid, que se acogió al programa de colegios concertados bilingües (español-inglés) en el curso escolar 2008-2009. Al adoptar este programa AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) se pretendía que las alumnas adquirieran una adecuada competencia comunicativa oral que les permita expresarse sin dificultad en la lengua inglesa, uno de los objetivos prioritarios de la política educativa de este centro escolar. Al objeto de estudiar cómo este objetivo educativo tiene su realización en el aula, se analizaron las prácticas discursivas de dos profesoras y treinta de sus alumnas, en dos asignaturas del currículo impartidas en inglés: Lengua Inglesa y Natural Science. Esta investigación en el aula se enmarca dentro de la tradición etnográfica con observación participante y se centra en aspectos concretos del proceso de enseñanza-aprendizaje. El estudio de campo se realizó durante un periodo de cuatro semanas consecutivas. La observación y grabación en audio de las clases se complementaron con entrevistas en profundidad a las profesoras y una encuesta a las alumnas de 6º de Primaria. Tras el análisis del discurso oral de profesoras y alumnas en el aula se percibe una preferencia por la instrucción gramatical en la clase de Lengua Inglesa, así como la existencia de una amplia variedad de estrategias pedagógicas para facilitar la comprensión de los contenidos de las dos asignaturas, entre las que se incluyen los recursos multilingües, a pesar de la adopción de un modelo de separación de lenguas en el centro. El enfoque AICLE no puede limitarse a un simple cambio de lengua de instrucción, sino que debe ir acompañado de un cambio de paradigma metodológico donde la lengua materna tenga cabida.
This study focuses on classroom discourse in a bilingual classroom of a women’s primary school in the Autonomous Community of Madrid. The school joined the bilingual programme (Spanish-English) for Charter Schools in the academic year 2008-2009. This CLIL programme was adopted with the intention of improving oral communication competences in the foreign language, which is one of the school’s priorities within its educational policy. As the object of this study is to see how this educational objective is carried out in the classroom, the discursive practices of two teachers and thirty students were observed in two subjects taught in English: English and Science. This research study falls into the tradition of classroom ethnography involving participant observation and a focus on specific teaching/learning events. The field study was conducted for a period of four consecutive weeks. After 3 observing and recording the audio of the language and content classes, in-depth teacher interviews and a student survey were carried out. After analyzing both teacher and student oral discourse in the classroom a preference of the English Language teacher was perceived for grammar instruction, as well as the presence of an ample variety of pedagogical strategies to aid comprehension in the content of both subjects. Within the strategies multilingual resources are included even though the school has adopted a model in which both languages are separated. A CLIL approach is not limited to a simple change in the language of instruction and therefore, must be implemented by the inherent methodological paradigm shift in which the mother tongue cannot be ignored.
This study focuses on classroom discourse in a bilingual classroom of a women’s primary school in the Autonomous Community of Madrid. The school joined the bilingual programme (Spanish-English) for Charter Schools in the academic year 2008-2009. This CLIL programme was adopted with the intention of improving oral communication competences in the foreign language, which is one of the school’s priorities within its educational policy. As the object of this study is to see how this educational objective is carried out in the classroom, the discursive practices of two teachers and thirty students were observed in two subjects taught in English: English and Science. This research study falls into the tradition of classroom ethnography involving participant observation and a focus on specific teaching/learning events. The field study was conducted for a period of four consecutive weeks. After 3 observing and recording the audio of the language and content classes, in-depth teacher interviews and a student survey were carried out. After analyzing both teacher and student oral discourse in the classroom a preference of the English Language teacher was perceived for grammar instruction, as well as the presence of an ample variety of pedagogical strategies to aid comprehension in the content of both subjects. Within the strategies multilingual resources are included even though the school has adopted a model in which both languages are separated. A CLIL approach is not limited to a simple change in the language of instruction and therefore, must be implemented by the inherent methodological paradigm shift in which the mother tongue cannot be ignored.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de la Lengua y la Literatura (Español, Francés e Inglés), leída el 27-01-2016