Promoting reading skills in CLIL

Nailya  Garipova; Susana  Nicolás Román

doi:10.58265/pulso.5079

Autores/as

Nailya Garipova IES Juan Rubio Ortiz, Almería
Susana Nicolás Román Universidad de Almería

DOI:

https://doi.org/10.58265/pulso.5079

Palabras clave:

AICLE, Habilidades Lectoras, Propuestas

Resumen

El aprendizaje integrado de contenido y lenguas extranjeras (AICLE) ha sido ampliamente implementado en nuestras instituciones educativas a través de diferentes enfoques. AICLE puede incluir una gran variedad de recursos de enseñanza pero este nuevo marco debe implicar una perspectiva innovadora que supere las restricciones del curriculum tradicional. La lectura es un proceso complejo que implica diferentes habilidades y estrategias. En el Marco Común Europeo de Referencia, está considerada como elemento clave en el proceso de aprendizaje de una lengua. Fomentar la comprensión lectora es también esencial en el enfoque AICLE (Wolff, 2005). Aunque la lectura ha sido considerada como una de las habilidades más importantes en la metodología AICLE, pocos estudios han centrado su atención en los resultados de la lectura en AICLE (Pérez Cañado, 2012). La primera parte de este artículo presenta un marco teórico general sobre la lectura en AICLE destacando sus principales características, potencial y ventajas en el aula. La segunda parte del artículo ofrece una serie de directrices para una implementación efectiva de actividades de lectura en los programas AICLE a través de diferentes ejemplos.

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Citas

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