An Evaluation of the Approaches to Text Modification Used by Lower Secondary CLIL Teachers in Finland

Yu Zi

doi:10.5294/laclil.2021.14.2.3

Autores/as

Yu Zi Autor/a University of Helsinki https://orcid.org/0000-0003-4495-3332

DOI:

https://doi.org/10.5294/laclil.2021.14.2.3

Palabras clave:

Aprendizaje Integrado de Contenidos y Lenguas Extranjeras, AICLE, AICLE en Finlandia, materiales, adaptación de materiales, modificación de textos, materiales didácticos AICLE

Resumen

Este estudio establece dos objetivos principales para abordar esta brecha de investigación en el diseño de materiales AICLE: identificar y evaluar los enfoques de los profesores a la modificación de textos. El estudio se centra en cuatro profesores de secundaria que enseñan materias no relacionadas a lenguas en inglés en los grados 7-9 en Finlandia. Los datos cualitativos consisten en entrevistas y materiales didácticos diseñados por los participantes. Se realiza una revisión de
más de 60 estudios con el fin de proporcionar un marco para la evaluación de las estrategias
de modificación de insumos. Los estudios indican que los dispositivos de elaboración parecen mejorar la comprensión de L2 y el desarrollo del vocabulario. Lo mismo no se puede afirmar con tanta seguridad sobre el efecto de la simplificación. Este estudio identifica los tres enfoques principales a la modificación de textos en los materiales didácticos de los participantes. Independientemente de su experiencia previa como docente, la mayoría de los profesores utilizan estrategias de elaboración al ajustar el nivel lingüístico y cognitivo de los textos. Parece ser que los profesores con más experiencia evitan el uso de estrategias de simplificación, mientras que los profesores con menos experiencia adoptan una amplia gama de estrategias. Todos los participantes utilizan algún tipo de estrategia de rediscursificación. Este estudio les puede proporcionar a los profesionales en el campo de la educación AICLE una idea de la realidad de cómo los practicantes de AICLE modifican los materiales. Los resultados también pueden contribuir a la formación y a la formación en servicio de profesores AICLE al informarles sobre las estrategias de modificación de insumos más utilizadas y aumentar la conciencia sobre la eficacia de estas técnicas.

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Biografía del autor/a

Yu Zi, University of Helsinki

Yu Zi works part-time as a pedagogical specialist at a startup education company. She is also reading a second master’s degree in the faculty of Educational Sciences at the University of Helsinki. Her research interests include Bilingual education, CLIL, multilingualism, language acquisition and language learning gamification.

Citas

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