Las creencias del profesorado de Grado Bilingüe: Un estudio de caso en el ámbito Universitario

Matthew Johnson

Resumen

El aprendizaje integrado de contenidos y lengua extranjera (AICLE) es cada vez más importante en España ya que las universidades empiezan a aplicar los grados de itinerario bilingüe en respuesta a los desafíos de un mundo cada vez más globalizado. Actualmente, la investigación sobre las creencias de los profesores en el campo de la educación bilingüe a nivel universitario es escasa y una comprensión más completa de estas creencias puede contribuir al éxito de los programas universitarios de AICLE. Este estudio de casos examina cómo se desarrollaron las creencias de cinco profesores universitarios involucrados en un proyecto bilingüe en el transcurso de un programa de formación de profesorado centrado en AICLE.



Content and Language Integrated Learning (CLIL) is becoming ever more prominent in Spain as universities start to implement bilingual degree itineraries in response to the challenges of an increasingly globalised world. Currently, research into teachers beliefs in the field of bilingual education at university level is underrepresented and a fuller understanding of these beliefs could contribute towards the success of university CLIL programmes. This case study examines how the beliefs of five university lecturers involved in a bilingual project developed over the course of a two and a half year teacher training programme focusing on CLIL.

Texto completo:

PDF

Referencias

Ball, P. (2009). Defining CLIL Parameters? Retrieved on January, 7, 2012, from http://www.onestopenglish.com/clil/methodology/articles/article-defining-clil-parameters/550513.article

Bustos Flores, B. (2000). “Using an Epistemological Framework to Explore a Bilingual Teacher’s Beliefs and Practices”. Diversity Studies. Retrieved on December, 14, 2011, from http://www.2cyberwhelm.org/archive/diversity/unders/pdf/teacher.pdf

Bustos Flores, B. (2001). Bilingual Education Teachers’ Beliefs and their Relation to Self-reported Practices. Bilingual Research Journal, 25 (3); 275-299. Retrieved on December 14, 2011, from http://www.docstoc.com/docs/8965917/Bilingual-Education-TeachersBeliefs-and-Their-Relation-to-Self

Costa, F. & Coleman, J.A. (2010). “Integrating Content and Language in Higher Education in Italy: Ongoing Research”. In: International CLIL Research Journal, 1 (3) 19-29.

Coyle, D. (2002) ‘Relevance of CLIL to the European Commission’s Language Learning Objectives’. Marsh, D. (ed) (2002). CLIL/EMILE – The European Dimension. Jyväskylä: UniCOM: 27-29

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

Dafouz, E., Nuñez, B., Sancho, C., & Foran, D. (2007). “Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions”. In: Wolff, D. & Marsh, D. (eds.) Diverse Contexts, Converging Goals: Content and Language Integrated Learning in Europe. Frankfurt: Peter Lang: 91-102.

Dafouz, E. & Llinares, A. (2008). “The Role of Repetition in CLIL Teacher Discourse: A Comparative Study at Secondary and Tertiary Levels”. In: International CLIL Research Journal, 1 (1) 50-59.

Dobson, A., Pérez, M.D. & Johnstone, R. (2010). Bilingual Education Project in Spain: Evaluation Report. Madrid: British Council.

Doiz, A., Lasagabaster, D. & Sierra, J.M. (2011). “Internationalisation, Multilingualism and English-medium Instruction”. In: World Englishes 30: 345-359.

European Commission, (2003) Promoting Language Learning and Linguistic Diversity: An action plan 2004-2006. Brussels.

Fernández, R. & Halbach, A. (2011). “Analysing the Situation of Teachers in the Madrid Autonomous Community Bilingual Project”. In: Ruiz de Zarobe, Y., Sierra, J.M. & Gallardo del Puerto, F. (eds.) Content and Foreign Language Integrated Learning: Contributions to multilingualism in European Contexts. Bern: Peter Lang: 241-270.

Greeno, J.G. (1989). “A Perspective on Thinking”. In: American Psychologists, 44 (2): 131-141.

Guskey, T.R. (2002). “Professional Development and Teacher Change”. Teachers and Teaching: Theory and Practice, 8 (3/4): 381-391.

Llinares, A. & Dafouz, E. (2010) “Content and Language Integrated Programmes in the Madrid Region: Overview and research findings”. In: Lasagabaster, D & Ruiz de Zarobe, Y. (eds.) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle: Cambridge Scholars Publishing: 95-114.

Mehisto, P., Marsh, D. & Frigols, M.J. (2008). Uncovering CLIL. Oxford: Macmillan.

Meyer, L. (1988). “Research on implementation: What seems to work”. In: S. J. Samuels & P. D. Pearson (eds.), Changing School Reading Programs. Newark, DE: International Reading Association, 41-57.

Pajares, F. (1992). “Teachers’ Beliefs and Educational Research: Cleaning up a messy construct”. Review of educational research, 62 (3): 307-332.

Pena Díaz, C. & Porto Requejo, M.D. (2008). “Teacher Beliefs in a CLIL Education Project”. Porta Linguarum 10: 151-161.

Peralta, C. & King, C. (2011). “Bilingual Teacher Beliefs and Practice: Do They Line Up?”. In: Gist Education and Learning Research Journal, 5: 66-83.

Richardson, V. (1998). “How Teachers Change”. Focus on Basics: Connecting research and practice, 2 (C). Retrieved on December, 16, 2011, from http://www.ncsall.net/?id=395

Rokeach, M. (1968). Beliefs, Attitudes and Values: A Theory of Organization and Change. San Francisco: Jossey-Bass.

Ruiz, M.F. & Fortanet, I. (2009). “Needs Analysis in a CLIL Context: A Transfer from ESP”. In: Marsh, D., Mehisto, P., Wolff, D., Aliaga, R., Asikainen, T., Frigols, M.J., Hughes, S. & Langé, G. (eds.) CLIL Practice: Perspectives from the Field. Jyväskylä: CCN.

Schommer, M. (1990). “Effects of beliefs about the nature of knowledge on comprehension”. Journal of Educational Psychology, 87 (3), 498-504.

Vallbona, A. & Khan, S. (2012). “First steps towards CLIL: Perceptions and training at a Catalan university”. In: TRICLIL 2012 Proceedings: Better CLIL: More Opportunities in Primary, Secondary and Higher Education: 132-137. Barcelona: UAB

Van de Craen, P., Mondt, K., Allain, L. & Gao, Y. (2007). “How and why CLIL works. An outline for a CLIL theory”. Vienna English working papers, 16 (3): 70-78. Retrieved on January, 17, 2012, from http://anglistik.univie.ac.at/fileadmin/user_upload/dep_anglist/weitere_Uploads/Views/Views_0703.pdf

Vilkanciené, L. (2011). “CLIL in Tertiary Education: Does it Have Anything to Offer?”. In: Studies about Languages. 2011 (18): 111-116. Retrieved on January, 18, 2012, from http://www.kalbos.lt/zurnalai/18_numeris/16.pdf

Enlaces refback

  • No hay ningún enlace refback.