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dc.contributor.advisorBanegas, Daríospa
dc.contributor.authorSarmiento Salamanca, Yuri NataliFemenino
dc.contributor.authorPinilla Jiménez, María IsabelFemenino
dc.date.accessioned2019-10-28T21:05:20Z
dc.date.available2019-10-28T21:05:20Z
dc.date.issued2016-08-12
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2883
dc.description104 p.spa
dc.description.abstractEste estudio investigativo intenta revelar la influencia del uso de un enfoque AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) en la fluidez oral del inglés en niños a través de lecciones interactivas de ciencias. Este estudio se llevó a cabo en dos instituciones: una bilingüe privada y una pública no bilingüe. Las investigadoras intentaron descubrir si el enfoque AICLE tenía un impacto en los procesos de aprendizaje en lenguaje y contenido en los niños. La literatura existente muestra algunos estudios en AICLE que se refieren a vocabulario y habilidades en escritura, en adolescentes y adultos jóvenes. Sin embargo, no se encontraron estudios que investiguen el impacto de AICLE en niños pequeños y/o en su fluidez verbal, por lo cual se decidió implementar un proyecto interactivo de ciencias y analizar el impacto de esta estrategia en la fluidez verbal de los niños. A través del método de teoría fundamentada, las investigadoras analizaron los datos a través de cuatro instrumentos: registros, encuestas, diarios del profesor y videos. En ese momento, a través de codificación abierta, axial y selectiva, se revelaron resultados positivos y efectivos en relación con el uso de AICLE para mejorar la fluidez verbal en niños. El estudio concluyó que, sin importar las condiciones contextuales, un enfoque AICLE puede beneficiar la fluidez verbal de los niños, así como desarrollar otros aspectos como conciencia del conocimiento y uso del lenguaje, estrategias para negociar significado y un genuino interés, además de un avance en el contenido. Teniendo en cuenta que el tema de este estudio no ha sido ampliamente desarrollado en la comunidad dedicada al estudio de AICLE, este contexto se beneficiaría del desarrollo de estudios similares en este campo.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/26161spa
dc.titleUsing interactive CLIL science lessons to teach content and promote english spoken fluency in young learnersspa
dc.typeTrabajo de grado - Maestríaspa
dc.description.abstractenglishThis research study intended to uncover the influence of using a CLIL approach in young learners’ English spoken fluency by implementing interactive Science lessons. This study took place in two different settings: a private bilingual and a public non-bilingual school. Researchers intended to find out if a CLIL approach has an impact on young learners’ language and content learning processes. The existing literature on CLIL only reveals studies promoting vocabulary and writing skills in young adolescents and young adults. Nevertheless, there are no studies focusing on the impact of CLIL on young learners’ spoken fluency, which makes the present study novel in the EFL field.Based on the grounded theory method, researchers analyzed the gathered data through four instruments: logs, surveys, teachers’ journals and video recordings.Then,researchers detected positive and effective aspects of using CLIL to enhance young learners’ spoken fluency by employing open, axial and selective coding processes. The study concluded that despite the contextual conditions, a CLIL approach benefits young learners’ spoken fluency and develops other aspects, such as awareness of language knowledge and use, strategies to convey meaning, and genuine interest and progress on the content. As the topic of this research project has not been widely developed within the CLIL community, this study represents a contribution to promote similar studies in the field.spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.subject.armarcFluidez (Lenguaje y lenguas)
dc.subject.armarcInglés -- Lenguaje técnico -- Colombia
dc.subject.armarcInglés -- Enseñanza -- Colombia
dc.subject.proposalAICLEspa
dc.subject.proposalFluidez verbalspa
dc.subject.proposalInteracciónspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
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dc.description.degreenameMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.description.degreelevelMaestríaspa
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.subject.keywordsCLILspa
dc.subject.keywordsTEYLspa
dc.subject.keywordsSpeakingspa
dc.subject.keywordsFluencyspa
dc.subject.keywordsInteractionspa


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