Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level

Wenhsien Yang

doi:10.5294/laclil.2018.11.2.4

Autores/as

Wenhsien Yang Autor/a National Kaohsiung University of Hospitality and Tourism http://orcid.org/0000-0002-3762-3696

DOI:

https://doi.org/10.5294/laclil.2018.11.2.4

Palabras clave:

Producción de libros de texto, criterio de evaluación, método de evaluación, educación bilingüe, educación de tercer ciclo, enseñanza superior, Taiwán

Resumen

Evaluación de materiales de aprendizaje integrado de contenidos y lenguas extranjeras contextualizados a nivel de educación superior

Avaliação de materiais de aprendizagem integrada de conteúdos e línguas estrangeiras contextualizados a nível de ensino superior

El enfoque de aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) ha sido ampliamente adoptado e investigado en diferentes niveles educativos de contextos europeos. También se ha vuelto popular en los entornos asiáticos debido a su doble enfoque en el desarrollo de las habilidades lingüísticas y del conocimiento de contenido. Tiene como objetivo empoderar a los estudiantes con alta movilidad y empleabilidad en el mercado laboral globalizado. Sin embargo, la implementación exitosa de AICLE en estos países ha sido difícil por varios motivos, entre los que se incluye la falta de materiales curriculares adecuados basados en AICLE. Este estudio informa cómo un maestro de inglés con fines específicos (ESP), que también es un profesional de AICLE, trabajó en colaboración con un estudiante de inglés que tiene experiencia profesional en pasantías industriales, para producir materiales de aprendizaje AICLE contextualizados para la educación superior. También analiza en qué medida los materiales AICLE diseñados por ellos mismos cumplen con los estándares de buena calidad. En total, 47 estudiantes de primer año de inglés participaron en el estudio en una universidad politécnica nacional de Taiwán. Los resultados revelan que los alumnos de AICLE tienen unas expectativas bastante altas en cuanto a materiales de calidad y nuestro diseño recibió una aceptación del 5 % al 25 % más bajo que los criterios. Adicionalmente, el género de los aprendices, el dominio del idioma y la previa profundización de la escuela secundaria son factores que afectaron la manera en que perciben los criterios de calidad y nuestros propios materiales AICLE. Esto demuestra las complejidades de diseñar materiales curriculares basados en AICLE que abordan las diferencias individuales de los aprendices (especialmente en términos de necesidades y expectativas) en una universidad politécnica con implicaciones pedagógicas.

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

Yang, W. (2018). Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level. LACLIL, 11(2), 236-274. DOI: 10.5294/laclil.2018.11.2.4

Received: 11/09/2018

Apporved: 30/11/2018

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Biografía del autor/a

Wenhsien Yang, National Kaohsiung University of Hospitality and Tourism

WENHSIEN YANG is an associate professor and head in the Department of Applied English at National Kaohsiung University of Hospitality and Tourism, Taiwan. His main research and teaching interests include the areas of ESP, genre analysis, corpus linguistics, second language writing and CLIL. His papers have appeared in relevant academic journals, including English for Specific Purposes, Asian ESP Journal, Taiwan International ESP Journal, ESP World, LSP Journal, ESP Today, International Journal of Bilingualism and Bilingual Education, and International CLIL Research Journal.

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