Teacher Professional Development in Language-Driven CLIL: A Case Study

Dario Luis Banegas

doi:10.5294/laclil.2019.12.2.3

Autores/as

Dario Luis Banegas Autor/a University of Strathclyde http://orcid.org/0000-0003-0225-0866

DOI:

https://doi.org/10.5294/laclil.2019.12.2.3

Palabras clave:

AICLE enfocado en la lengua, desarrollo profesional, desarrollo de la carrera, autenticidad, colaboración, aprendizaje estructurado, creencias

Resumen

El desarrollo profesional para AICLE enfocado en la lengua: un estudio de caso

O desenvolvimento profissional no CLIL com foco no idioma: Um estudo de caso

El desarrollo profesional en AICLE continúa siendo un nicho en la literatura sobre educación en lenguas en América Latina. El presente estudio tiene como objetivo explorar los efectos de un curso de formación docente continua brindado en 2018 para acompañar la implementación de AICLE con foco en la lengua en escuelas estatales secundarias en Argentina. Dos preguntas guiaron el estudio: 1) ¿Qué creencias sobre AICLE con foco en la lengua tienen los profesores de inglés?, y 2) ¿Cuáles son los efectos de un curso de formación docente continua sobre AICLE con foco en la lengua en un grupo de profesores de inglés para la escuela secundaria? Presentado como un estudio de caso, la investigación remite a datos de una docente recolectados a través de múltiples fuentes con fines de triangulación. Los resultados muestran que la autenticidad, más que la integración de lengua y contenido, es una característica destacada de AICLE. Los resultados también demuestran que el éxito de AICLE depende del nivel de competencia en inglés que posean los estudiantes. Con base en las percepciones de la docente como caso, el curso produjo un impacto positivo en la identidad de la docente como desarrolladora de materiales, y como docente crítica y autónoma capaz de teorizar sus prácticas a partir de la reflexión y la lectura de material.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Banegas, D. L. (2019). Teacher professional development in language-driven CLIL: A case study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3

Received: 05/02/2019

Approved: 23/04/2019

Published: 11/05/2020

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Biografía del autor/a

Dario Luis Banegas, University of Strathclyde

University of Strathclyde: Lecturer.

Ministry of Education of Chubut: ELT regional tutor, mentor teacher, trainer, teacher, curriculum designer.

University of Warwick: Associate fellow. My research area is materials development towards content and language integration approaches.

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