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​The Current State of the Art of the CLIL Approach in Latin American Tertiary Education: A Systematic Literature Review

dc.contributor.advisorDurán Bautista, Diana Carolina
dc.contributor.authorRosales Jurado, Yanira del Carmen
dc.date.accessioned2020-02-25T14:16:59Z
dc.date.available2020-02-25T14:16:59Z
dc.date.issued2020-01-21
dc.identifier.urihttp://hdl.handle.net/10818/39683
dc.description81 páginases_CO
dc.description.abstractEste artículo es una revisión sistemática de literatura del enfoque Aprendizaje de Contenidos y Lenguas Extranjeras (AICLE) sobre los estudios de investigación realizados en la Educación terciaria en Latinoamérica en la última década (20008- 2018). El objetivo de esta investigación es indagar sobre los principales factores relacionados a la implementación del enfoque AICLE, tales como las estrategias, las principales asignaturas enseñadas a través de este enfoque, limitaciones relevantes y conocer cuáles son las perspectivas de los estudiantes desde su experiencia sobre la implementación de este enfoque. El principal hallazgo indicó que hay limitada investigación usando el enfoque AICLE en la educación terciaria en Latina América. Por otro lado, aunque, los resultados muestran que las principales limitaciones están relacionadas con la falta de entrenamiento de docentes y el presupuesto que esto abarca, la implementación de AICLE ha generado impacto positivo en la motivación de los aprendices para adquirir un idioma extranjero a través de contenidos de un área específica, y así mismo, desarrollar habilidades de pensamiento crítico, de aprendizaje auto dirigido y desarrollo de habilidades comunicativas. En conclusión, este documento describe algunas recomendaciones, tales como: incluir el enfoque AICLE en los planes de estudio de la educación superior, involucrando docentes y estudiantes para fermentar la motivación de un aprendizaje de un idioma extranjero a través de contenidos de diferentes programas académicos de la educación terciaria y también, este documento, sugiere algunas estrategias sólidas que podrían incluirse en implementaciones de CLIL para ayudarlos a tener más éxito en el aprendizaje de un idioma extranjero.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectLenguaje y lenguases_CO
dc.subjectBilingüismoes_CO
dc.subjectAprendizajees_CO
dc.subjectEducación superiores_CO
dc.subjectFormación profesional de maestroses_CO
dc.subjectComunicación en educaciónes_CO
dc.subjectAmérica Latinaes_CO
dc.title​The Current State of the Art of the CLIL Approach in Latin American Tertiary Education: A Systematic Literature Reviewes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido (Virtual)es_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local276186
dc.identifier.localTE10572
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsrestrictedAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
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