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Using interactive CLIL science lessons to teach content and promote english spoken fluency in young learners

dc.contributor.advisorBanegas, Darío Luis
dc.contributor.authorSarmiento Salamanca, Yuri Natali
dc.contributor.authorPinilla Jiménez, María Isabel
dc.date.accessioned2016-08-12T17:01:52Z
dc.date.available2016-08-12T17:01:52Z
dc.date.created2016
dc.date.issued2016-08-12
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dc.identifier.urihttp://hdl.handle.net/10818/26161
dc.description1 documento en pdf de 93 páginas.es_CO
dc.description.abstractEste estudio investigativo intenta revelar la influencia del uso de un enfoque AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) en la fluidez oral del inglés en niños a través de lecciones interactivas de ciencias. Este estudio se llevó a cabo en dos instituciones: una bilingüe privada y una pública no bilingüe. Las investigadoras intentaron descubrir si el enfoque AICLE tenía un impacto en los procesos de aprendizaje en lenguaje y contenido en los niños. La literatura existente muestra algunos estudios en AICLE que se refieren a vocabulario y habilidades en escritura, en adolescentes y adultos jóvenes. Sin embargo, no se encontraron estudios que investiguen el impacto de AICLE en niños pequeños y/o en su fluidez verbal, por lo cual se decidió implementar un proyecto interactivo de ciencias y analizar el impacto de esta estrategia en la fluidez verbal de los niños. A través del método de teoría fundamentada, las investigadoras analizaron los datos a través de cuatro instrumentos: registros, encuestas, diarios del profesor y videos. En ese momento, a través de codificación abierta, axial y selectiva, se revelaron resultados positivos y efectivos en relación con el uso de AICLE para mejorar la fluidez verbal en niños. El estudio concluyó que, sin importar las condiciones contextuales, un enfoque AICLE puede beneficiar la fluidez verbal de los niños, así como desarrollar otros aspectos como conciencia del conocimiento y uso del lenguaje, estrategias para negociar significado y un genuino interés, además de un avance en el contenido. Teniendo en cuenta que el tema de este estudio no ha sido ampliamente desarrollado en la comunidad dedicada al estudio de AICLE, este contexto se beneficiaría del desarrollo de estudios similares en este campo.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_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.titleUsing interactive CLIL science lessons to teach content and promote english spoken fluency in young learnerses_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local262509
dc.identifier.localTE08463
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.subject.armarcFluidez (Lenguaje y lenguas)
dc.subject.armarcInglés -- Lenguaje técnico -- Colombia
dc.subject.armarcInglés -- Enseñanza -- Colombia
dc.identifier.repourlhttp://intellectum.unisabana.edu.co


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