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Desarrollo profesional docente en CLIL basado en el lenguaje: un estudio de caso

dc.contributor.authorBanegas, Dario Luis
dc.date.accessioned6/2/2020 16:51
dc.date.available6/2/2020 16:51
dc.date.issued2020-11-05
dc.identifier.citationBanegas, DL (2019). Desarrollo profesional docente en CLIL impulsado por el lenguaje: un estudio de caso. Revista Latinoamericana de Contenido y Aprendizaje Integrado de Idiomas, 12 (2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3es_CO
dc.identifier.issn2011-6721
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/11741
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/11741/pdf
dc.identifier.urihttp://hdl.handle.net/10818/41446
dc.description23 páginases_CO
dc.description.abstractThe professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.en
dc.description.abstractEl desarrollo profesional y el aprendizaje integrado de idiomas (CLIL) continúa siendo un nicho en la literatura de educación de idiomas, particularmente en América Latina. El objetivo de este estudio es explorar los efectos de un curso de desarrollo profesional continuo impartido en 2018 para apoyar la implementación de CLIL basada en el lenguaje en las escuelas secundarias estatales en Argentina. Construido como un estudio de caso, la investigación se basa en datos de un maestro recopilados a través de múltiples fuentes para fines de triangulación. Dos preguntas de investigación guiaron el estudio: 1) ¿Qué creencias tiene un maestro de CLIL basado en el lenguaje? y 2) ¿Cuáles son los efectos de un curso de desarrollo profesional continuo en CLIL basado en el lenguaje dirigido a maestros de escuela secundaria EFL? Los resultados muestran que la autenticidad, en lugar de la integración de contenido de lenguaje, es una característica destacada del lenguaje CLIL en la práctica de este maestro. Los resultados también revelan que el éxito de CLIL depende del dominio del idioma inglés de los alumnos. Basándose en las creencias de CLIL de su maestro, el curso tuvo un impacto en la identidad del maestro como desarrollador de materiales y profesional autónomo y crítico que podría teorizar al reflexionar sobre sus prácticas y las lecturas proporcionadas por el tutor del curso.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.relation.ispartofseriesRevista Latinoamericana de Contenido y Aprendizaje Integrado de Idiomas, 12 (2), 242-264;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceinstname:Universidad de La Sabanaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad de La Sabanaes_CO
dc.subject.otherLanguage-driven CLILeng
dc.subject.otherProfessional developmenteng
dc.subject.otherCareer developmenteng
dc.subject.otherAuthenticityeng
dc.subject.otherStructured learningeng
dc.subject.otherBeliefseng
dc.subject.otherLenguaje impulsado por CLILes_CO
dc.subject.otherDesarrollo profesionales_CO
dc.subject.otherDesarrollo de carreraes_CO
dc.subject.otherColaboraciónes_CO
dc.subject.otherAprendizaje estructuradoes_CO
dc.titleDesarrollo profesional docente en CLIL basado en el lenguaje: un estudio de casoes_CO
dc.typejournal articlees_CO
dc.publisher.departmentDirección de Publicacioneses_CO
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccess
dc.identifier.doi10.5294/laclil.2019.12.2.3
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dc.identifier.eissn2322-9721


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