Methodological proposal for the implementation of the CLIL method aimed at fifth-grade students of Paccha School in the rural area
Fecha
2020-11-19
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La enseñanza de un segundo idioma se estableció en el Ecuador como parte de los cambios socio-económicos producto de la globalización y su demanda. En el curriculum nacional para la enseñanza de idiomas extranjeros se incluyen categorías de enseñanza de acuerdo al marco común europeo y además se menciona que esta enseñanza de idiomas extranjeros posea contenidos integrados, es decir que el segundo idioma pueda ser enseñado con contenidos de otras asignaturas. Después de analizar hechos observados se ha propuesto la implementación de la enseñanza de contenido integrados y lengua extranjera (AICLE) a través de una guía metodológica modelo para estudiantes de Quinto grado de la Escuela Pública PACCHA, perteneciente a una zona rural del sur del Ecuador y cuyas actividades están encaminadas al estudio de la vida silvestre nativa y aspectos culturales propios de la región. Palabras claves: AICLE, enseñanza, implementación, área rural.
The teaching of a second language is found in Ecuador as part of the socio-economic changes as a result of globalization and its demand. In the National Curriculum for the teaching of foreign languages, teaching categories are included according to the common European framework, and it is also mentioned that this teaching of foreign languages has integrated contents. It means that the second language can be taught with content from other languages. subjects. After analyzing observed facts, the implementation of the contents and language integrated learning (CLIL) has been proposed through a model methodological guide for fifth-grade students at PACCHA public school, belongings to a rural area in southern Ecuador, and whose activities are aimed at the study of native wildlife and cultural aspects of the region. Keywords: CLIL, Teaching, implementation, rural area.
The teaching of a second language is found in Ecuador as part of the socio-economic changes as a result of globalization and its demand. In the National Curriculum for the teaching of foreign languages, teaching categories are included according to the common European framework, and it is also mentioned that this teaching of foreign languages has integrated contents. It means that the second language can be taught with content from other languages. subjects. After analyzing observed facts, the implementation of the contents and language integrated learning (CLIL) has been proposed through a model methodological guide for fifth-grade students at PACCHA public school, belongings to a rural area in southern Ecuador, and whose activities are aimed at the study of native wildlife and cultural aspects of the region. Keywords: CLIL, Teaching, implementation, rural area.