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Viabilidad de la introducción del inglés como medio parcial de instrucción en las escuelas secundarias mayores iraníes
| dc.contributor.author | Reza Ghorbani, Mohammad | |
| dc.date.accessioned | 6/2/2020 16:18 | |
| dc.date.available | 6/2/2020 16:18 | |
| dc.date.issued | 2020-11-05 | |
| dc.identifier.citation | Ghorbani, MR (2019). Viabilidad de adoptar el inglés como medio parcial de instrucción para asignaturas de matemáticas y ciencias en la escuela secundaria iraní. Revista Latinoamericana de Contenido y Aprendizaje Integrado de Idiomas, 12 (2), 292-320. https://doi.org/10.5294/laclil.2019.12.2.5 | es_CO |
| dc.identifier.issn | 2011-6721 | |
| dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12169 | |
| dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12169/pdf | |
| dc.identifier.uri | http://hdl.handle.net/10818/41444 | |
| dc.description | 29 páginas | es_CO |
| dc.description.abstract | El uso del contenido y el aprendizaje integrado de idiomas ha aumentado en muchos países europeos simultáneamente con el uso del inglés como medio de instrucción en los países no angloparlantes debido a la globalización y la internacionalización. Desde la revolución de 1979, la discusión sobre el inglés como medio de instrucción en la educación formal iraní ha sido un tabú. Este estudio tiene como objetivo descubrir las posibilidades de introducir el inglés como un medio parcial de instrucción (EPMI) para las matemáticas y las ciencias en las escuelas secundarias. El diseño de métodos mixtos convergentes se utilizó para recopilar las perspectivas de los estudiantes, los maestros del área de contenido, los padres y el personal administrativo en Bojnord a través de entrevistas por correo electrónico y cuestionarios de encuestas. La mayoría de los entrevistados en la fase cualitativa, así como la mayoría de los estudiantes, padres, maestros, y el personal administrativo en la fase cuantitativa ha apoyado el posible uso de EPMI. Los resultados de este estudio sugieren consideraciones futuras para ayudar a las autoridades educativas del idioma a tomar decisiones para superar las limitaciones de dominio del idioma de los estudiantes mientras desarrollan programas eficientes y efectivos para CLIL. | es_CO |
| dc.format | application/pdf | es_CO |
| dc.language.iso | eng | es_CO |
| dc.relation.ispartofseries | Revista Latinoamericana de Contenido y Aprendizaje Integrado de Idiomas, 12 (2), 292-320 | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.source | instname:Universidad de La Sabana | es_CO |
| dc.source | reponame:Repositorio Institucional de la Universidad de La Sabana | es_CO |
| dc.subject.other | Inglés como medio parcial de instrucción | es_CO |
| dc.subject.other | EMI | es_CO |
| dc.subject.other | Inglés como contexto de idioma extranjero | es_CO |
| dc.subject.other | Aprendizaje Integrado de Contenidos y Lenguas Extranjeras | es_CO |
| dc.subject.other | CLIL educación Secundaria | es_CO |
| dc.subject.other | Internacionalización globalización | es_CO |
| dc.title | Viabilidad de la introducción del inglés como medio parcial de instrucción en las escuelas secundarias mayores iraníes | es_CO |
| dc.type | journal article | es_CO |
| dc.publisher.department | Dirección de Publicaciones | es_CO |
| dc.type.hasVersion | publishedVersion | es_CO |
| dc.rights.accessRights | openAccess | |
| dc.identifier.doi | 10.5294/laclil.2019.12.2.5 | |
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| dc.identifier.eissn | 2322-9721 |
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