Publication: Análisis de modelos didácticos para la mejora de la enseñanza bilingüe
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2021
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Abstract
El estudio pretende analizar el proceso de enseñanza-aprendizaje del inglés como segunda lengua, en alumnos de 6º de Primaria y de 1º de la ESO de la Comunidad de Madrid, y su relación con la ansiedad y la satisfacción de los estudiantes. Para ello, en estos primeros pasos de la investigación, se ha realizado un estudio en el tiempo sobre los enfoques metodológicos que han ido apareciendo a lo largo de los años en relación a la didáctica de la asignatura de inglés como lengua extranjera. A su vez, se ha diseñado un instrumento que nos permita averiguar el tipo de actividades, recursos y evaluación que se lleva a cabo en los centros bilingües de la Comunidad de Madrid. El objetivo de dicho instrumento es analizar qué aspectos de los distintos enfoques metodológicos son los que predominan en la enseñanza del inglés actualmente. Por otro lado, se ha diseñado otro instrumento que nos permita analizar el grado de ansiedad y de satisfacción del alumnado ante esta asignatura. Se han aplicado ambos instrumentos a una muestra de 7000 alumnos y 200 profesores que forman parte de 70 centros bilingües de la Comunidad de Madrid. Esperamos poder contribuir con este estudio al análisis de la práctica de docente del inglés y la determinación de qué factores de las principales metodologías didácticas actualmente utilizadas en las aulas, contribuyen a la mejora de dicho proceso de enseñanza-aprendizaje, con el fin de poder realizar propuestas eficaces e innovadoras.
The study aims to analyse the teaching-learning process of English as a second language, in students of 6th grade of Primary and 1st of ESO in the Community of Madrid, and its relationship with anxiety and student´ satisfaction. For this, in these first steps of the research, a study has been carried out over time on the methodological approaches that have appeared over the years in relation to the didactics of the subject of English as a foreign language. In addition, an instrument has been designed that allows us to find out the type of activities, resources and evaluation carried out in bilingual centres in the Community of Madrid. The objective of this instrument is to analyse which aspects of the methodological approaches are those that predominate in the teaching of English nowadays. On the other hand, another instrument has been designed that allows us to analyse the degree of anxiety and satisfaction of the students with this subject. Both instruments have been applied to a sample of 7000 students and 200 teachers who are part of 70 bilingual centres in the Community of Madrid. We hope to be able to contribute with this study to the analysis of the English teacher's practice and the determination of which factors of the main didactic methodologies used in the classrooms, contribute to improve the teaching-learning process, in order to be able to make effective and innovative proposals.
The study aims to analyse the teaching-learning process of English as a second language, in students of 6th grade of Primary and 1st of ESO in the Community of Madrid, and its relationship with anxiety and student´ satisfaction. For this, in these first steps of the research, a study has been carried out over time on the methodological approaches that have appeared over the years in relation to the didactics of the subject of English as a foreign language. In addition, an instrument has been designed that allows us to find out the type of activities, resources and evaluation carried out in bilingual centres in the Community of Madrid. The objective of this instrument is to analyse which aspects of the methodological approaches are those that predominate in the teaching of English nowadays. On the other hand, another instrument has been designed that allows us to analyse the degree of anxiety and satisfaction of the students with this subject. Both instruments have been applied to a sample of 7000 students and 200 teachers who are part of 70 bilingual centres in the Community of Madrid. We hope to be able to contribute with this study to the analysis of the English teacher's practice and the determination of which factors of the main didactic methodologies used in the classrooms, contribute to improve the teaching-learning process, in order to be able to make effective and innovative proposals.