https://www.tycho.iel.unicamp.br/upload/ togel terpercaya bo togel resmi situs togel online pasaran terlengkap bo togel online

CHALLENGES IN PLURILINGUAL EDUCATION

Antonio Jesús Sosa, Zeus Plasencia

Abstract


Plurilingual education is considered as a natural development of our Early Childhood and Primary pupils or Secondary students in their progress towards a linguistic mastery in a second language learning. The relevance of certain aspects such as assessment, innovative approaches, trends, new proposals, as well as imitation (as basic learning method) are highlighted. Teaching through a plurilingual approach requires several conditions regarding training, curriculum and meaningfulness of language that are described and analised to offer some conclusions.

Full Text:

PDF

References


Bloom, B. (1956). Taxonomy of Educational Objectives, Handbook: Cognitive Domain1. Longman.

Cenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, Culture and Curriculum, 28(1), 8-24.

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, Massachusetts. MIT Press.

Contero, C., Zayas, F. & Arco. J.L. (2018). Addressing CLIL Lecturers’ Needs: Reflections on Specific Methodological Training. Porta Linguarum, Monográfico III, 121-135.

Coyle, D. Hood, P. & Marsch, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Dalton-Puffer, C. (2011). Content and Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 31, 182-204.

Delicado, G. & Pavón, V. (2016). Training Primary Students for CLIL: Innovation through Collaboration. Pulso. Revista de educación, 39, 35-38.

Durán Martínez, R. (2017). Análisis comparativo de la percepción de los docentes sobre los programas bilingües en la Educación Primaria y Secundaria. Revista Complutense De Educación, 29(3), 865-880. https://doi.org/10.5209/RCED.54066

Durán Martínez, R. & Beltrán Llavador, F. (2016). A Regional Assessment of Bilingual Programmes in Primary and Secondary Schools: the Teachers’ View. Porta Linguarum, 25, 79-92.

Ellis-Weismer, S., Venker, C., Evans, J., & Moyle, M. (2013). Fast mapping in late-talking toddlers. Applied Psycholinguistics, 34(1), 69-89

Enríquez, S. (2012) Luego de las TIC, las TAC. Ponencia presentada en las II Jornadas Nacionales de TIC e Innovación en el Aula. Retrieved from http://sedici.unlp.edu.ar/bitstream/handle/10915/26514/ponencia_ead_enriquez__silvia_cecilia.luego+de+las+TIC,+las+TAC+(1).pdf ?sequence=1

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Chichester.

Järvinen, H.M. (Ed.) (2009). Handbook: Language in Content Instruction.

Turku, University of Turku: Socrates Education and Culture.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, Basic Books.

González, J.P. & Reyes, R. (2010). Desarrollo de la Educación en Cuba después del año 1959. Revista Complutense de Educación, 21(1), 13-35.

Halbach, A. (2008). Una metodología para la enseñanza bilingüe en la etapa de Primaria. Revista de Educación, 346, 455-66. Recuperado de: http://www.revistaeducacion.mec.es/ re346/re346_17.pdf

Herranz, R. (2017). What Makes an Effective Bilingual Programme? Talking from Experience. En Nuria García y Virginia Vinuesa (Coord.) IV Congreso Internacional de Enseñanza Bilingüe en Centros Educativos: El bilingüismo a debate (pp. 182-190). Servicio de publicaciones Universidad Rey Juan Carlos. España.

Levy, M. (2015). Formación inicial para profesores de programas bilingües en inglés: políticas, prácticas y recomendaciones. Universidad de Alcalá: Servicio de Publicaciones.

López, A. (2019). La competencia colaborativa en la formación de maestros AICLE. Universidad Pontificia Comillas. Padres y Maestros, 378, 32-38.

Lova Mellado, M., Bolarín Martínez, M. J. & Porto Currás, M. (2013). Programas bilingües en Educación Primaria: Valoraciones de Docentes. Porta Linguarum, 20, 253-268.

Madrid, D. & Pérez Cañado, M. L. (2012). CLIL Teacher Training. In J. de D. Martínez Agudo (Ed.). Teaching and Learning English through Bilingual Education. Newcastle upon Tyne: Cambridge Scholars.

Marín, D. & Vidal, M. I. (2019). Tecnologías para el aprendizaje y el conocimiento: un estudio bibliométrico. REIDOCREA, 8(2), 37-50.

Marsh, D., Mehisto, P., Wolff, D. & Frigols, M.J. (2011). European Framework for CLIL Teacher Education, European Centre of Modern Languages, Council of Europe.

Mohan, B.A. (1985). Language and Content. Reading-Mas. Addison-Wesley.

Navés, T. (2009). Effective Content and Language Integrated Learning Programmes. In Y. Ruiz de Zarobe, & R. Jiménez Catalán (Eds), Content and Language Integrated Learning: Evidence from Research in Europe. Bristol: Multilingual Matters.

Otto, A. & Estrada, J.L. (2019). Towards an Understanding of CLIL in a European Context: Main Assessment Tools and the Role of Language in Content Subjects. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 31-42. DOI: https:// doi.org/10.5565/rev/clil.11

Paniagua, A. & D. Istance (2018): Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris [http://dx.doi.org/10.1787/9789264085374-en]

Pavón, V. & Ellison, M. (2013). Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Linguarum Arena, 4, 65-78.

Sánchez-Antolín, P., Andrés, C. & Paredes, J. (2018). El papel de la familia en el desarrollo de la competencia digital. Análisis de cuatro casos. Digital Education Review, 34, 44-58.

Study in Germany for free: What you need to know. Retrieved 26 February 2020, from https://www.study.eu/article/study-in-germany-for-free-what-you-need-to-know

Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 7-19. DOI: https://doi.org/10.5565/rev/clil.21

Venegas, E. (2018). Las distintas aristas de la innovación. Transatlántica de Educación. Educación para innovar; innovación para educar, 20 y 21, Ministerio de Educación, Cultura y Deporte.




Copyright (c) 2021 Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

                     © 2012-2023 ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies,Tetovo, North Macedonia.

                                                                                           ISSN (print): 1857-8179. ISSN (online): 1857-8187.

                                         Disclaimer: Articles on Anglisticum have been reviewed and authenticated by the Authors before sending for the publication.

                             The Journal, Editors and the editorial board are not entitled or liable to either justify or responsible for inaccurate and misleading data if any.                                                                                                                                     

                                                                                            It is the sole responsibility of the Author concerned.