No abstract
El libro El Corazón de AICLE (Ting & Martínez Serrano, 2018) es un manual fundamentalmente práctico, dirigido a docentes que buscan aprender cómo abordar AICLE en su aula para que el aprendizaje sea más profundo, especialmente cuando éste tiene lugar en una lengua extranjera. El manual está basado en una serie de materiales premiados, diseñados para ayudar al profesorado experto en contenido, a crear materiales didácticos en la L2 cuando posiblemente su competencia en esa lengua no supere el B1 o B2. Partiendo de la base de que la eficacia de AICLE es "aprender haciendo", el libro se divide en 2 partes: la primera, Métodos y principios de AICLE, donde se alienta al lector en su rol de docente; la segunda, Materiales, en la que se experimenta con los materiales como aprendiz. El libro da pautas para que el lector pueda consultar cada una de las partes, ya sea como docente o como aprendiz. Las autoras de este manual insisten en la importancia de experimentar en primera persona. Animan al lector a que se traslade a la edad de sus alumnos realizando las tareas propias de dicha edad. De esta manera, todas las tareas culminan con el análisis de los principios pedagógicos desde el punto de vista docente. Reiteran, además, que este proceso de aprendizaje es necesario para que las teorías abstractas cobren sentido y se vuelvan "tangibles" (Ting & Martínez Serrano, 2018, p. 21).Redactado en un lenguaje accesible, el manual explica al lector conceptos de la neuroeducación como la comprensibilidad del input, asegurando un "input compatible con el cerebro" (
This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on the wellbeing of young children are deep-reaching and long-lasting. The recent growth of bilingual education in early childhood has propelled Content and Integrated Learning (CLIL) to the forefront of teacher training, methodology, and research into the teaching and learning processes of young children in bilingual classrooms. However, there is a dearth of research investigating the development of SEL in early CLIL. In this context, this article reviews and brings together existing literature of SEL and CLIL and argues that the main tenets of both are highly compatible. Examination of research highlights the key role played by classroom climate for the effective implementation of SEL through CLIL, and the challenges faced through an absence of specific legislation and teacher training. Finally, this article proposes how pedagogical strategies might be successfully established within the lower and pre-primary CLIL classroom that are mutually beneficial to both the development of bilingual education and young children’s social and emotional wellbeing.
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