Abstract
This paper describes the experience of a two years Project W CLIL – 225469-CP-1-2005-1-IT-Minerva-M. (2005-2006; 2006-2007) whose aim was to implement the CLIL methodology (AICLE in Spanish) by using a wireless videoconferencing system. The CLIL (Content and language integrated learning) methodological approach consists in delivering lessons in which students learn a curricular content in a foreign language in order to acquire both new content knowledge and to improve their mastery of a foreign language. In our project the content lesson was given by a specialist teacher whose mother tongue was the language that was learned as foreign language by students of a different country, Spanish and Italian in our case. In this paper we present some methodological, technical and organizational considerations based on the experience we carried out and result of a collaborative work.
Highlights
In our project the content lesson was given by a specialist teacher whose mother tongue was the language that was learned as foreign language by students of a different country, Spanish and Italian in our case
In this paper we present some methodological, technical and organizational considerations based on the experience we carried out and result of a collaborative work
No estamos de acuerdo con Marsh y Lange (2000) cuando afirman que “Se ha demostrado que los mejores profesores de CLIL son aquellos que comparten la lengua materna con sus alumnos (y por tanto son capaces de entender cualquier consulta formulada en la lengua materna de los alumnos) a la vez que dominan y se relacionan con ellos en la lengua de instrucción”
Summary
Este proyecto combina las potencialidades tecnológicas del sistema de videoconferencia con las potencialidades metodológicas del CLIL. A tal fin se aprovecha, nos ayudamos de los socios que hablan la lengua que tratamos de aprender, para ofrecernos una clase de un contenido cualquiera: física, química, sociales, geografía, historia en su lengua materna. En nuestro proyecto y ayudándonos de la tecnología de la videoconferencia buscamos a esos profesores de contenido fuera del país, ya que dominan la lengua extranjera porque es su lengua materna. El aprendizaje propuesto implica la redefinición de los papeles de los participantes y qué posibilidades de colaboración se pueden establecer en los proyectos educativos conjuntos entre países. El proyecto se desarrolló en un contexto de aprendizaje inductivo (“learning by doing”) y de aprendizaje colaborativo (construcción activa de un conocimiento por medio de la interacción social) que se aprovecha de las potencialidades ofrecidas por las TIC para estimular la cooperación entre los participantes
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