L1 in CLIL: The case of Castilla-La Mancha / L1 en AICLE: El caso de Castilla-La Mancha
DOI:
https://doi.org/10.17398/1988-8430.31.143Palabras clave:
Evaluación; Educación Primaria; Legislación Educativa.Resumen
La enseñanza AICLE implica impartir una DNL (Disciplina No Lingüística) a través de una segunda lengua o lengua extranjera (L2), integrando lengua y contenido. Sin embargo, esta descripción general ignora los contextos docentes donde se emplea la lengua materna (L1). La elección de la lengua puede tener consecuencias tanto en la metodología, en situaciones de aula que favorezcan el uso de la L1, como en los instrumentos de evaluación. Actualmente, los investigadores admiten la importancia de la L1 en AICLE y la legislación sigue gradualmente sus indicaciones. Se ha llevado a cabo un estudio piloto entre maestros de Educación Primaria en la comunidad autónoma de Castilla-La Mancha, España, con el fin de comprobar cómo se abordan estos temas/retos en la escuela. El objetivo del presente estudio es comparar los principales puntos de vista de los agentes implicados en AICLE. El estudio presenta una revisión bibliográfica de las tendencias y estudios recientes sobre AICLE y muestra cómo los recientes cambios legislativos en nuestra región se han adaptado a la investigación. Las opiniones expresadas por maestros en activo revelan la necesidad de indicaciones más claras en la legislación, que debe acercarse a la práctica docente.
Abstract
CLIL settings involve teaching a content subject through a second or foreign language (L2), integrating both language and content. However, this general description ignores classroom scenarios which include the use of the mother tongue (L1). The language choice may affect both methodological practices, namely classroom situations that favour the use of the L1, and also assessment instruments. Nowadays, scholars admit on the relevance of the L1 in CLIL and legislation gradually adapts to these indications. We have conducted a pilot study among Primary school teachers in the autonomous region of Castilla-La Mancha, Spain, in order to check how these issues are tackled at school. Therefore, the aim of the present study is to establish a comparison between the main views expressed by stakeholders involved in CLIL. The study presents a review of recent trends and studies in CLIL research that take into account the role of the L1 in methodology and in assessment, and it shows how recent policy changes in our region have adapted to research. Opinions held by in-service teachers reveal the need for clear policy guidelines, which must necessarily be close to classroom practice.
Keywords: CLIL; Assessment; Primary Education; Educative Legislation
Referencias
Almodóvar Antequera, J. M. (2017). La educación intercultural en el sistema educativo español: educación primaria. In Ministerio de Educación, Cultura y Deporte (Ed.). Educación bilingüe: tendencias educativas y conceptos claves: Bilingual educational: trends and key concepts, (pp. 79-88). Secretaría General Técnica. Centro de Publicaciones. Ministerio de Educación, Cultura y Deporte.
Astin, A.W. and Antonio, A.L. (2012). Assessment for Excellence. The Philosophy and Practice of Assessment and Evaluation in Higher Education. Lanham, MD: Rowman & Littlefield.
Barbero, T. (2012). Assessment tools and practices in CLIL In F. Quartapelle (Ed.). Assessment and Evaluation in CLIL, (pp. 38-56). Ibis, Como – Pavia: Ibis Edizioni.
Barrios, E. and Milla Lara, M. D. (2018). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 1-21.
Berger, A. (2016). Learning mathematics bilingually. An Integrated Language and Mathematics Model (ILMM) of word problem solving processes in English as a foreign language. In T. Nikula, E. Dafouz, P. Moore, and U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education, (pp. 73-100). Bristol: Multilingual Matters.
Cenoz, J., Genesee, F., and Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied linguistics, 35 (3), 243-262.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Coyle, D. (2010). “Foreword”. In D. Lasagabaster and Y. Ruiz de Zarobe (Eds.). CLIL in Spain: Implementation, results and teacher training (pp. vii-viii). Newcastle upon Tyne: Cambridge Scholars Publishing.
Coyle, D., Holmes, B., and King, L. (2009). Towards an integrated curriculum–CLIL National Statement and Guidelines. London: The Languages Company.
Coyle, D., Hood, P., and Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Dale, L. and Tanner, R. (2012). CLIL Activities: A Resource for Subject and Language Teachers. Cambridge: Cambridge University Press.
Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. In W. Delanoy and L. Volkmann (Eds.). Future Perspectives for English Language Teaching (pp. 139-157). Heidelberg: Carl Winter.
Decreto 47/2017, de 25 de julio, por el que se regula el plan integral de enseñanza de lenguas extranjeras de la comunidad autónoma de Castilla-La Mancha para etapas educativas no universitarias. [2017/9118]. Diario Oficial de Castilla-La Mancha. Toledo, 31 July 2017, no. 147, pp. 18603-18612.
Decreto 7/2014, de 22/01/2014, por el que se regula el plurilingüismo en la enseñanza no universitaria en Castilla-La Mancha. [2014/897]. Diario Oficial de Castilla-La Mancha. Toledo, 27 January 2014, no. 17, pp. 1657-1661.
Doiz, A. and Lasagabaster, D. (2017). Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?. Language and Education, 31 (2), 93-109.
Gablasova, D. (2014). Issues in the assessment of bilingually educated students: Expressing subject knowledge through L1 and L2. The Language Learning Journal, 42 (2), 151-164.
Gorter, D. and Cenoz, J. (2017). Language education policy and multilingual assessment. Language and Education, 31 (3), 231-248.
Fernández Barrera. A. (2017). Language appropriations, ideologies and identities in bilingual schools in Castilla-La Mancha (Spain) . Bellaterra Journal of Teaching & Learning Language & Literature. 10 (2), 41-58.
García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson and T. Skutnabb-Kangas (Eds.). Multilingual Education for Social Justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan.
García Mayo, M. P. and Hidalgo, M. A. (2017). L1 use among young EFL mainstream and CLIL learners in task-supported interaction. System, 67, 132-145.
Guadamillas Gómez, M.V. and Alcaraz Mármol, G. (2017). Legislación en enseñanza bilingüe: análisis en el marco de educación primaria en España. MULTIárea. Revista de didáctica, 9, 82-103.
Kiely, R. (2011). The Role of L1 in the CLIL Classroom. In S. and P. Pavlou (Eds.). Guidelines for CLIL Implementation in Primary and Pre-primary Education (pp. 55-65). Nicosia: PROCLIL.
Hönig, I. (2010). Assessment in CLIL: Theoretical and empirical research. Saarbrucken: VDM Verlag.
Lasagabaster, D. (2016). Translanguaging in ESL and content-based teaching: Is it valued? In D. Lasagabaster and A. Doiz (Eds.). CLIL Experiences in Secondary and Tertiary Education: In Search of Good Practices (pp. 233-258). Bern: Peter Lang.
Lasagabaster, D., Doiz, A., and Sierra, J. M. (Eds.). (2014). Motivation and Foreign Language Learning: From Theory to Practice. John Benjamins Publishing Company.
Ley 7/2010, de 20 de julio, de Educación de Castilla-La Mancha. Boletín Oficial del Estado. Madrid, 13 October 2010 no. 248, pp. 86359-86415.
Lin, A. M.Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28 (1), 74-89.
Llinares, A., Morton, T., and Whittaker, R. (2012). The Roles of Language in CLIL. Cambridge: Cambridge University Press.
Lorenzo Bergillos, F. J., Trujillo Sáez, F., and Vez Jeremías, J. M. (2011). Educación bilingüe: Integración de contenidos y segundas lenguas. Madrid: Síntesis.
Massler, U. (2011). Assessment in CLIL learning. In S. and P. Pavlou (Eds.). Guidelines for CLIL Implementation in Primary and Pre-primary Education (pp. 114-136). Nicosia: PROCLIL.
Massler, U., Stotz, D., and Queisser, C. (2014). Assessment instruments for primary CLIL: The conceptualisation and evaluation of test tasks. The Language Learning Journal, 42 (2), 137-150.
Miri, M., Alibakhshi, G., and Mostafaei-Alaei, M. (2016). Reshaping teacher cognition about L1 use through critical ELT teacher education. Critical Inquiry in Language Studies, 14 (1), 58-98.
Mohan, B., Leung, C., and Slater, T. (2010). Assessing language and content: A functional perspective. In A. Paran and L. Sercu (Eds.). Testing the Untestable in Language Education (pp. 217-240). Bristol: Multilingual Matters.
Moore, P. and Nikula, T. (2016). Translanguaging in CLIL classrooms. In T. Nikula, E. Dafouz, P. Moore, and U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education (pp. 211-234). Bristol: Multilingual Matters.
Nieto-Moreno de Diezmas, E. (2018). Adquisición de la lectura en L1 en programas bilingües de Educación Primaria. Un estudio comparativo. Ocnos: Revista de estudios sobre lectura, 17 (1), 43-54.
Nikula, T. and Moore, P. (2016). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22 (2), 237-249.
Orden de 16/06/2014, de la Consejería de Educación, Cultura y Deportes, por la que se regulan los programas lingüísticos de los centros de Educación Infantil y Primaria, Secundaria, Bachillerato y Formación Profesional sostenidos con fondos públicos de Castilla-La Mancha. [2014/8175]. Diario Oficial de Castilla-La Mancha. Toledo, 20 June 2014, no. 117, pp. 16424-16433.
Orden 27/2018, de 8 de febrero, de la Consejería de Educación, Cultura y Deportes, por la que se regulan los proyectos bilingües y plurilingües en las enseñanzas de segundo ciclo de Educación Infantil y Primaria, Secundaria, Bachillerato y Formación Profesional de los centros educativos sostenidos con fondos públicos de la comunidad autónoma de Castilla-La Mancha. [2018/1979]. Diario Oficial de Castilla-La Mancha. Toledo, 15 February 2018, no. 33, pp. 4704-4717.
Orden de13/03/2008 de la Consejería de Educación y Ciencia, por la que se regula el desarrollo del Programa de Secciones Europeas en los centros públicos de Educación Infantil, Primaria y Secundaria de la Comunidad Autónoma de Castilla-La Mancha. Diario Oficial de Castilla-La Mancha. Toledo, 26 March 2008, no. 64, pp. 9970-9973.
Otto, A. and Estrada, J.L. (2019). Towards an Understanding of CLIL in a European Context: Main Assessment Tools and the Role of Language in Content Subjects. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2 (1), 31-42.
Pavón Vázquez, V. and Ramos Ordóñez, M.C. (2018). Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22 (1), 35-48.
Pérez-Vidal, C. (2011). Language acquisition in three different contexts of learning: Formal instruction, stay abroad, and semi-immersion (CLIL). In Y. Ruiz de Zarobe, J. M. Sierra, F. Gallardo del Puerto (Eds.). Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 103-127). Bern: Peter Lang.
Real Decreto 126/2014, de 1 de marzo, por el que se establece el currículo básico de Educación Primaria. Boletín Oficial del Estado. Madrid, 3 March 2014, no. 52, pp. 1-54.
Ruiz de Zarobe, Y. and Lasagabaster, D. (2010). “The emergence of CLIL in Spain: An educational challenge”. In D. Lasagabaster and Y. Ruiz de Zarobe (Eds.). CLIL in Spain: Implementation, results and teacher training (pp. ix-xvii). Newcastle upon Tyne: Cambridge Scholars Publishing.
Serra, C. (2007). Assessing CLIL at primary school: A longitudinal study. International Journal of Bilingual Education and Bilingualism, 10 (5), 582-602.
Streeter, J. (2016). Code-switching and translanguaging in CLIL: Are we challenging our learners sufficiently? In K. Papaja, and A. Świątek (Eds.). Modernizing Educational Practice: Perspectives in Content and Language Integrated Learning (CLIL), (pp. 235-256). Newcastle upon Tyne: Cambridge Scholars Publishing.
Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide. San Francisco: John Wiley & Sons. 3rd edition
Turnbull, B. (2018). Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual. International Journal of Bilingual Education and Bilingualism, 21 (8), 1041-1048.
Zafiri, M. and Zouganeli, K. (2017). Toward an Understanding of Content and Language Integrated Learning Assessment (CLILA) in Primary School Classes: A Case Study. Research Papers in Language Teaching and Learning, 8 (1), 88-109.
Astin, A.W. and Antonio, A.L. (2012). Assessment for Excellence. The Philosophy and Practice of Assessment and Evaluation in Higher Education. Lanham, MD: Rowman & Littlefield.
Barbero, T. (2012). Assessment tools and practices in CLIL In F. Quartapelle (Ed.). Assessment and Evaluation in CLIL, (pp. 38-56). Ibis, Como – Pavia: Ibis Edizioni.
Barrios, E. and Milla Lara, M. D. (2018). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 1-21.
Berger, A. (2016). Learning mathematics bilingually. An Integrated Language and Mathematics Model (ILMM) of word problem solving processes in English as a foreign language. In T. Nikula, E. Dafouz, P. Moore, and U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education, (pp. 73-100). Bristol: Multilingual Matters.
Cenoz, J., Genesee, F., and Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied linguistics, 35 (3), 243-262.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Coyle, D. (2010). “Foreword”. In D. Lasagabaster and Y. Ruiz de Zarobe (Eds.). CLIL in Spain: Implementation, results and teacher training (pp. vii-viii). Newcastle upon Tyne: Cambridge Scholars Publishing.
Coyle, D., Holmes, B., and King, L. (2009). Towards an integrated curriculum–CLIL National Statement and Guidelines. London: The Languages Company.
Coyle, D., Hood, P., and Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Dale, L. and Tanner, R. (2012). CLIL Activities: A Resource for Subject and Language Teachers. Cambridge: Cambridge University Press.
Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. In W. Delanoy and L. Volkmann (Eds.). Future Perspectives for English Language Teaching (pp. 139-157). Heidelberg: Carl Winter.
Decreto 47/2017, de 25 de julio, por el que se regula el plan integral de enseñanza de lenguas extranjeras de la comunidad autónoma de Castilla-La Mancha para etapas educativas no universitarias. [2017/9118]. Diario Oficial de Castilla-La Mancha. Toledo, 31 July 2017, no. 147, pp. 18603-18612.
Decreto 7/2014, de 22/01/2014, por el que se regula el plurilingüismo en la enseñanza no universitaria en Castilla-La Mancha. [2014/897]. Diario Oficial de Castilla-La Mancha. Toledo, 27 January 2014, no. 17, pp. 1657-1661.
Doiz, A. and Lasagabaster, D. (2017). Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?. Language and Education, 31 (2), 93-109.
Gablasova, D. (2014). Issues in the assessment of bilingually educated students: Expressing subject knowledge through L1 and L2. The Language Learning Journal, 42 (2), 151-164.
Gorter, D. and Cenoz, J. (2017). Language education policy and multilingual assessment. Language and Education, 31 (3), 231-248.
Fernández Barrera. A. (2017). Language appropriations, ideologies and identities in bilingual schools in Castilla-La Mancha (Spain) . Bellaterra Journal of Teaching & Learning Language & Literature. 10 (2), 41-58.
García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson and T. Skutnabb-Kangas (Eds.). Multilingual Education for Social Justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan.
García Mayo, M. P. and Hidalgo, M. A. (2017). L1 use among young EFL mainstream and CLIL learners in task-supported interaction. System, 67, 132-145.
Guadamillas Gómez, M.V. and Alcaraz Mármol, G. (2017). Legislación en enseñanza bilingüe: análisis en el marco de educación primaria en España. MULTIárea. Revista de didáctica, 9, 82-103.
Kiely, R. (2011). The Role of L1 in the CLIL Classroom. In S. and P. Pavlou (Eds.). Guidelines for CLIL Implementation in Primary and Pre-primary Education (pp. 55-65). Nicosia: PROCLIL.
Hönig, I. (2010). Assessment in CLIL: Theoretical and empirical research. Saarbrucken: VDM Verlag.
Lasagabaster, D. (2016). Translanguaging in ESL and content-based teaching: Is it valued? In D. Lasagabaster and A. Doiz (Eds.). CLIL Experiences in Secondary and Tertiary Education: In Search of Good Practices (pp. 233-258). Bern: Peter Lang.
Lasagabaster, D., Doiz, A., and Sierra, J. M. (Eds.). (2014). Motivation and Foreign Language Learning: From Theory to Practice. John Benjamins Publishing Company.
Ley 7/2010, de 20 de julio, de Educación de Castilla-La Mancha. Boletín Oficial del Estado. Madrid, 13 October 2010 no. 248, pp. 86359-86415.
Lin, A. M.Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28 (1), 74-89.
Llinares, A., Morton, T., and Whittaker, R. (2012). The Roles of Language in CLIL. Cambridge: Cambridge University Press.
Lorenzo Bergillos, F. J., Trujillo Sáez, F., and Vez Jeremías, J. M. (2011). Educación bilingüe: Integración de contenidos y segundas lenguas. Madrid: Síntesis.
Massler, U. (2011). Assessment in CLIL learning. In S. and P. Pavlou (Eds.). Guidelines for CLIL Implementation in Primary and Pre-primary Education (pp. 114-136). Nicosia: PROCLIL.
Massler, U., Stotz, D., and Queisser, C. (2014). Assessment instruments for primary CLIL: The conceptualisation and evaluation of test tasks. The Language Learning Journal, 42 (2), 137-150.
Miri, M., Alibakhshi, G., and Mostafaei-Alaei, M. (2016). Reshaping teacher cognition about L1 use through critical ELT teacher education. Critical Inquiry in Language Studies, 14 (1), 58-98.
Mohan, B., Leung, C., and Slater, T. (2010). Assessing language and content: A functional perspective. In A. Paran and L. Sercu (Eds.). Testing the Untestable in Language Education (pp. 217-240). Bristol: Multilingual Matters.
Moore, P. and Nikula, T. (2016). Translanguaging in CLIL classrooms. In T. Nikula, E. Dafouz, P. Moore, and U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education (pp. 211-234). Bristol: Multilingual Matters.
Nieto-Moreno de Diezmas, E. (2018). Adquisición de la lectura en L1 en programas bilingües de Educación Primaria. Un estudio comparativo. Ocnos: Revista de estudios sobre lectura, 17 (1), 43-54.
Nikula, T. and Moore, P. (2016). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22 (2), 237-249.
Orden de 16/06/2014, de la Consejería de Educación, Cultura y Deportes, por la que se regulan los programas lingüísticos de los centros de Educación Infantil y Primaria, Secundaria, Bachillerato y Formación Profesional sostenidos con fondos públicos de Castilla-La Mancha. [2014/8175]. Diario Oficial de Castilla-La Mancha. Toledo, 20 June 2014, no. 117, pp. 16424-16433.
Orden 27/2018, de 8 de febrero, de la Consejería de Educación, Cultura y Deportes, por la que se regulan los proyectos bilingües y plurilingües en las enseñanzas de segundo ciclo de Educación Infantil y Primaria, Secundaria, Bachillerato y Formación Profesional de los centros educativos sostenidos con fondos públicos de la comunidad autónoma de Castilla-La Mancha. [2018/1979]. Diario Oficial de Castilla-La Mancha. Toledo, 15 February 2018, no. 33, pp. 4704-4717.
Orden de13/03/2008 de la Consejería de Educación y Ciencia, por la que se regula el desarrollo del Programa de Secciones Europeas en los centros públicos de Educación Infantil, Primaria y Secundaria de la Comunidad Autónoma de Castilla-La Mancha. Diario Oficial de Castilla-La Mancha. Toledo, 26 March 2008, no. 64, pp. 9970-9973.
Otto, A. and Estrada, J.L. (2019). Towards an Understanding of CLIL in a European Context: Main Assessment Tools and the Role of Language in Content Subjects. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2 (1), 31-42.
Pavón Vázquez, V. and Ramos Ordóñez, M.C. (2018). Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22 (1), 35-48.
Pérez-Vidal, C. (2011). Language acquisition in three different contexts of learning: Formal instruction, stay abroad, and semi-immersion (CLIL). In Y. Ruiz de Zarobe, J. M. Sierra, F. Gallardo del Puerto (Eds.). Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 103-127). Bern: Peter Lang.
Real Decreto 126/2014, de 1 de marzo, por el que se establece el currículo básico de Educación Primaria. Boletín Oficial del Estado. Madrid, 3 March 2014, no. 52, pp. 1-54.
Ruiz de Zarobe, Y. and Lasagabaster, D. (2010). “The emergence of CLIL in Spain: An educational challenge”. In D. Lasagabaster and Y. Ruiz de Zarobe (Eds.). CLIL in Spain: Implementation, results and teacher training (pp. ix-xvii). Newcastle upon Tyne: Cambridge Scholars Publishing.
Serra, C. (2007). Assessing CLIL at primary school: A longitudinal study. International Journal of Bilingual Education and Bilingualism, 10 (5), 582-602.
Streeter, J. (2016). Code-switching and translanguaging in CLIL: Are we challenging our learners sufficiently? In K. Papaja, and A. Świątek (Eds.). Modernizing Educational Practice: Perspectives in Content and Language Integrated Learning (CLIL), (pp. 235-256). Newcastle upon Tyne: Cambridge Scholars Publishing.
Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide. San Francisco: John Wiley & Sons. 3rd edition
Turnbull, B. (2018). Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual. International Journal of Bilingual Education and Bilingualism, 21 (8), 1041-1048.
Zafiri, M. and Zouganeli, K. (2017). Toward an Understanding of Content and Language Integrated Learning Assessment (CLILA) in Primary School Classes: A Case Study. Research Papers in Language Teaching and Learning, 8 (1), 88-109.
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2020-01-08
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L1 in CLIL: The case of Castilla-La Mancha / L1 en AICLE: El caso de Castilla-La Mancha. (2020). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 31, 143-174. https://doi.org/10.17398/1988-8430.31.143
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