Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

Rosa Sánchez-García; Víctor Pavón-Vázquez

doi:10.5294/laclil.2021.14.1.3

Autores/as

Rosa Sánchez-García Autor/a Universidad de Loyola https://orcid.org/0000-0001-6911-4688
Víctor Pavón-Vázquez Autor/a Universidad de Córdoba https://orcid.org/0000-0003-3063-1746

DOI:

https://doi.org/10.5294/laclil.2021.14.1.3

Palabras clave:

aprendizaje basado en proyectos, aprendizaje integrado de contenido y lengua, resultados de aprendizaje, factores psico-afectivos; colaboración

Resumen

El enfoque denominado aprendizaje integrado de lengua y contenido (AICLE) se ha convertido en uno de los enfoques utilizados más frecuentemente como elemento central de los llamados programas bilingües. En las dos últimas décadas se ha escrito abundantemente sobre sus características, su potencial y sobre cuáles deben ser las líneas metodológicas que deben animar a este tipo de programas. Dado que el objetivo principal es mejorar el uso de la lengua extranjera utilizada como vehículo de comunicación por parte del alumnado, parece obvio que se deben fomentar estrategias metodológicas que proporcionen la oportunidad de maximizar el uso de la lengua dentro del aula. En este sentido, el aprendizaje basado en proyectos (ABP) se presenta, en principio, como una propuesta ideal para AICLE, puesto que su aplicación va a suponer un aumento en el manejo de la lengua. Especialmente en lo que concierne al aprendizaje de los contenidos, ello redundará en una mejora en la capacidad del alumnado para desenvolverse académicamente de forma más cómoda y, presumiblemente, más efectiva. Sin embargo, esta relación causa-efecto puede no ser tan directa y, por ello, es necesario indagar sobre cuál es el impacto real del uso del ABP. En este estudio pretendemos analizar esta influencia desde el punto de vista del alumnado, con el objeto de analizar sus emociones y comportamiento y cómo se enfrentan y resuelven los retos que se presentan. Los resultados muestran información interesante acerca de sus opiniones con respecto al trabajo por proyectos, pero también han aflorado algunas preocupaciones relacionadas con el uso de este modelo de enseñanza y aprendizaje.

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Biografía del autor/a

Víctor Pavón-Vázquez, Universidad de Córdoba

Víctor Pavón-Vázquez is a member of the Committee for Language Accreditation within the CRUE (the national association of Rectors of Spanish universities), Head of the Dept. of English and German Philology, and President of the Language Policy Commission at the University of Córdoba.

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