Grado en Educacin Primaria

Vc4
El ingls como lengua vehicular en el
aprendizaje integrado de contenido y lengua
(CLIL)
1

Andrea Enciso Acosta

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua
(CLIL)
Grado en
Educacin Primaria

TODAYS GOALS: VC.4

12. Defining and developing acadeimic English Language.
66)
13. Classroom Discourse
* Revision, revision and revision!

Survival Summary

(p.72)

(p.

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

12. DEFINING AND DEVELOPING ACADEMIC ENGLISH LANGUAGE

Academic language: Academic language refers to the
specific and general vocabulary, syntax and sentence
structures, discourse genres, and identities that students
must be able to manipulate in order to successfully
engage in school-based literacies (Scarcella, 2003).
http://www.edutopia.org/blog/8-strategies-teaching-aca
demic-language-todd-finley

Different academic disciplines need the use of specific vocabulary,

grammatical constructions, and discourse or register features (Bailey, 2007;
Schleppegrell, 2004). ( Its not going to be the same the language needed in
Science tan in Arts)

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Essential features of academic English language instruction and acquisition

for English learners (four broad categories):
Explicit Teaching,
Building Background knowledge
Comprensible Input
Opportunities for Practice.

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Explicit Teaching,
Language Forms and Functions.
Researchers have found that drawing students attenttion to language forms and
functions can be an effective method for ptomoting language acquisition among
older learners in foreign language learning contexts.
By focusing on the ways that students use language to construct meaning,
teachers can better target sthdents needs.
Explicit teaching of Cognitive and Metacognitive Strategies
teach students who are learning content through their second language to
recognize and use cognitive and metacognitive strategies to assist in the
comprehension of content area texts and tasks.

METACOGNITIVE STRATEGIES

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Extra info
La metacognicin es el proceso por el cul cada estudiante se hace consciente de
su propio aprendizaje, identifica habilidades, limitaciones, herramientas,
conocimientos previos, conocimiento nuevos, progresos y su aplicacin prctica
para hacer frente a las distintas situaciones que se le presentan en la vida.
Consta de cuatro peldaos:
1 Ser consciente del tipo de pensamiento que se est realizando.
2 Identificar y describir la estrategia empleada.
3 Evaluar la eficacia de la estrategia que se ha aplicado.
4 Planificar el desarrollo del mismo tipo de pensamiento en un futuro.
Reflexionar sobresu forma de pensaraporta al alumno
informacin interesante quele ayudar en un futuroa
controlarsu proceso de pensamiento y transformarlo, para
lograr un aprendizaje ms consciente y ms eficaz.

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Building Background Knowledge,

Students knowledge, language, and discourse styles have the potential to
enrich academic content and literacy instruction
Comprensible Input,
The teacher linguistic input should be just slightly above the students current
language development level. ( Krashen) Comprehensible input should be
linguistically, culturally, and socially relevant to students and families.
Opportunities for Practice.
SL acquisition research has emphasized the importance of peer-to-peer interaction
and student-to-teacher interaction for scaffoldinG language development, as
learners efforts to communicate push them to modify or restate their output or
utterances.

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

13. CLASSROOM DISCOURSE

The term classroom discourse refers to the language that teachers and students
use to communicate with each other in the classroom. Talking, or conversation, is
the medium through which most teaching takes place, so the study of classroom
discourse is the study of the process of face-to-face classroom teaching.

The notion of using English involves much more than using our knowledge of
linguistic structure to create and interpret sequences of sentences and
conversational interactions. It also involves being aware of the range of situations
in which English can be used in a distinctive and predictable way, and of the
possibilities available to us when we wish to produce or respond to creative uses of
the language. They each have a communicative purpose.

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

SOCIOLINGUISTIC AND STYLISTIC FEATURES

Sociolinguistic features relate to very broad situational constrains on
language use, and chiefly identify the regional and social varieties of the
language (e.g. Canadian, Cockney, upper-class, educated).
Stylistic features, relate to constrains on language that are much more
narrowly constrained, and identify personal preferences in usage (poetry,
humour) or the varieties associated with occupational groups (lecturers,
lawyers, journalists).
Texts and Varieties

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Registers and Genres in Academic Contexts

A register is the constellation of lexical and grammatical features that
characterizes particular uses of language.
And, genres are purposeful, staged uses of language that are accomplished in
particular cultural contexts.
Genres are types of spoken and written discourse recognized by a
discourse community. Examples are lectures, conversations, speeches,
notices, advertisements, novels, diaries, shopping lists. Each genre has
typical features.
Academic context = share register features.
Book English

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Dudas
Sugerencias
Inquietudes.
Propuestas de mejora

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REVISION TIME:
- Survival summary ( Recursos y materiales, materiales del profesor)

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You made it!