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dc.contributor.authorTorres Rincon, Juan Carlos
dc.contributor.authorCuesta Medina, Liliana Marcela
dc.date.accessioned2020-11-26T14:25:41Z
dc.date.available2020-11-26T14:25:41Z
dc.date.issued2019-06-21
dc.identifier.citationTorres-Rincon, J. C., & Cuesta-Medina, L. M. (2019). Situated Practice in CLIL: Voices from Colombian Teachers. GIST – Education and Learning Research Journal, (18), 109-141. https://doi.org/10.26817/16925777.456es_CO
dc.identifier.issn1692-5777
dc.identifier.otherhttps://latinjournal.org/index.php/gist/article/view/681
dc.identifier.urihttp://hdl.handle.net/10818/45256
dc.description33 páginases_CO
dc.description.abstractThe purpose of this exploratory qualitative study was to determine the factors and conditions that intervene in the implementation of CLIL (Content and Language Integrated Learning) in diverse Colombian educational contexts. This study was conducted at five private schools from different cities and towns in the country (Bogotá, Chía, Tenjo, Facatativá, and Girardot). Data was collected from three sources (interviews, questionnaires, and field journals). Data analysis procedures included the use of triangulation and validation procedures through the grounded theory approach. Findings revealed that teachers still have complications understanding CLIL as an approach that goes beyond the mere usage of the target language in content. Instead, the study advocates for the inclusion of essential lifelong skills (i.e. creativity, critical thinking, collaboration, and communication) when implementing CLIL in the classroom. Results also indicated that staged lesson planning is scarce, and that teachers’ practices still emphasize the scope and sequence plan provided by the textbook used in the institutions. Hence, the study supports the design and implementation of CLIL professional development programs that through scaffolding can assist teachers in viewing and situating CLIL as a dialogic pedagogical approach. Not only does the approach help teachers make use of their existing knowledge of CLIL, but also helps them materialize ways through which language and content can be integrated. It does so by making use of students’ primary knowledge and mapping achievable routes for effective educational enrichment not restricted to language and content classrooms but expanded into other formal and non-formal learning contexts.eng
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherEducation and Learning Research Journales_CO
dc.relation.ispartofseriesEducation and Learning Research Journal, (18), 109-141
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:Intellectum Repositorio Universidad de La Sabanaes_CO
dc.subjectCLILes_CO
dc.subjectProfessional developmentes_CO
dc.subjectCLIL planninges_CO
dc.subjectLifelong learninges_CO
dc.subjectTeacher’s practicees_CO
dc.subjectPedagogyes_CO
dc.titleSituated Practice in CLIL: Voices from Colombian Teacherses_CO
dc.typearticlees_CO
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.identifier.doihttps://doi.org/10.26817/16925777.456


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Attribution-NonCommercial-NoDerivatives 4.0 InternationalExcept where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International