Content- and Language-Integrated Learning Based Strategies for the Professional Development of Early Childhood Education Pre-Service Teachers

Abstract

Estrategias de aprendizaje integrado de contenido y lengua para el desarrollo profesional de docentes en formación para la educación de la primera infancia AbstractThis research article presents the results of an exploratory study that was conducted with a group of 14 early childhood education pre-service teachers at a private Colombian university. It intended to determine: 1) the amount of metalanguage expressions used for teaching English as a foreign language (EFL) and foreign language (FL) content; 2) the number of concepts related to the teaching of EFL and FL content pre-service teachers were able to learn in a 7-session (14 face-to-face hours) course based on a methodology inspired by the content and language integrated learning (CLIL) approach, using songs, rhymes, and poems in English; 3) the degree of difficulty pre-service teachers perceived about teaching English and English content to young children. This quasi-experimental study was performed with pre-and post-study tests given to one group, analyzing quantitative data through a non-parametric statistical hypothesis test and a non-parametric measure of rank correlation. Pre-service teachers were found to successfully learn vocabulary and concepts, but their perceptions about the degree of difficulty of teaching EFL and FL content remained basically the same as prior to the course. In addition, the correlation between the participants' level of English and their learning process was analyzed, as well as the correlation between English proficiency level and perception of the degree of difficulty of teaching EFL and FL content. The results show a strong correlation in the first case, but no correlation for the second one.Keywords: content and language integrated learning, early childhood education pre-service teachers, professional teacher development, CLIL competences, CLIL principles ResumenEste artículo de investigación presenta un estudio exploratorio que se realizó con un grupo de 14 estudiantes de pedagogía infantil en una universidad privada colombiana. El estudio pretende determinar: 1. La cantidad de expresiones de metalenguaje usadas para enseñar inglés como lengua extranjera y para enseñar Íkala RobeRto AlviRA, YAdY lucíA González doRiA 46Medellín, ColoMbia, Vol. 23, issue 1 (January-april, 2018), pp. 45-64, issn 0123-3432 www.udea.edu.co/ikala contenidos en una segunda lengua. 2. La cantidad de conceptos relacionados con estos temas anteriormente mencionados, que los estudiantes de pedagogía infantil aprendieron en un curso de 7 sesiones presenciales (14 horas en total) siguiendo una metodología inspirada en el enfoque del Aprendizaje Integrado de Contenido y Lengua (AICLE). El tema del curso era la enseñanza de canciones, rimas y poemas a niños de primera infancia. 3. Así mismo, el estudio también pretende determinar la percepción que tienen los estudiantes de pedagogía infantil sobre el grado de dificultad de enseñar inglés y contenidos en inglés a niños de primera infancia. El estudio es exploratorio y cuasi experimental ya que se real...

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

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“…Curriculum intervention is another method of instructional support or pedagogical knowledge that may assist preschool teachers in preparing their ideal lessons for young children (Pollard-Durodola et al, 2012). Subsequently, another aspect of curriculum alteration is the teachers' belief in co-constructing learning activities with children (Alvira & González, 2018;Baker, 2019;Jawaid, 2014). Co-constructing learning activities means that young children are given the option to suggest desired activities, and thus guided by their teachers.…”

La formación inicial docente en la competencia lingüística: estudio comparativo entre los grados de Educación Infantil y Educación Primaria

“…Asimismo, es cada vez más frecuente que nos encontremos escenarios educativos donde la diversidad cultural, lingüística y funcional forma parte de su idiosincrasia por lo que se hace necesario que promovamos estrategias, recursos y procedimientos que permitan al alumnado universitario una incorporación al ámbito laboral con las condiciones idóneas para poder llevar a cabo unos programas docentes acorde a las demandas (Alvira & González, 2018).…”