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Revisión sistemática de AICLE en informática: pasado, presente y futuro, con un enfoque especial en el uso de las TIC

dc.contributor.authorKussaiynkyzy, Gulmira
dc.contributor.authorDringó-Horváth, Ida
dc.date.accessioned2022-07-05T16:30:09Z
dc.date.available2022-07-05T16:30:09Z
dc.date.issued2021
dc.identifier.citationKussaiynkyzy, G., & Dringó-Horváth, I. (2022). Systematic Review of CLIL in Computer Science: Past, Present, and Future — with a Special Focus on Using ICT. Latin American Journal of Content &Amp; Language Integrated Learning, 14(2), 323–347. https://doi.org/10.5294/laclil.2021.14.2.6es_CO
dc.identifier.issn2011-6721
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/18001
dc.identifier.urihttp://hdl.handle.net/10818/50859
dc.description26 páginases_CO
dc.description.abstractComputer science is regarded one of the subjects best suited for teaching with ICT-supported CLIL, as the English language is the lingua franca of computing, and the computer science classroom is an ideal place to apply digital technologies. This paper aims to explore the role of content and language integrated learning (CLIL) in the teaching and learning of computer science in English – focusing especially on using information and communication technology (ICT). For this purpose, a systematic literature review based on the PRISMA protocol was carried out. A total of 31 documents published in the period 2011–2021 on CLIL in computer science and ICT in the CLIL environment were analysed. In this article, first, the advantages of using CLIL in computer science will be discussed, followed by illustrating the benefits and challenges of applying ICT in CLIL lessons. Finally, trends in research on technology enhanced CLIL will be presented, outlining existing findings as well as identifying research gaps in the field. The most important shortcomings and difficulties outlined in the related literature are the limited research on both CLIL and ICT supported CLIL in the subject of computer science, the inconsistent terminology for using ICT in CLIL, and the need in CLIL teacher training courses for the effective use of digital technologies. Therefore, the findings of this paper identify a variety of future research agendas in order to increase the effective, ICT-supported CLIL in the subject of computer science.en
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.relation.ispartofseriesLACLIL, 14(2), 323–347
dc.sourceinstname:Universidad de La Sabanaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad de La Sabanaes_CO
dc.subject.otherContent and language integrated learningeng
dc.subject.otherCLILeng
dc.subject.otherComputer science; Information and Communication Technologieseng
dc.subject.otherICTeng
dc.subject.otherTechnologyeng
dc.subject.otherBilingual educationeng
dc.subject.otherTechnology-enhanced CLILeng
dc.subject.otherInterdisciplinary approacheng
dc.subject.otherSystematic revieweng
dc.titleSystematic Review of CLIL in Computer Science: Past, Present, and Future — with a Special Focus on Using ICTen
dc.titleRevisión sistemática de AICLE en informática: pasado, presente y futuro, con un enfoque especial en el uso de las TICes_CO
dc.typejournal articlees_CO
dc.publisher.departmentDirección de Publicacioneses_CO
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccess
dc.identifier.doi10.5294/laclil.2021.14.2.6
dc.identifier.eissn2322-9721


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