From Drills to CLIL: The Paradigmatic and Methodological Evolution Towards the Integration of Content and Foreign Language

Published

2014-01-01

Desde las repeticiones en el aula hasta AICLE: la evolución paradigmática y metodológica hacia el aprendizaje integrado de contenido y lengua extranjera

Keywords:

Content and language integrated learning, constructivism, contextualization, paradigm, pragmatics, English teaching techniques (en)
Aprendizaje integrado de contenidos y lengua extranjera, constructivismo, contextualización, paradigma, pragmática, técnicas de enseñanza del inglés (es)

Downloads

PDF
HTML

Authors

Rosa Muñoz-Luna University of Malaga

Abstract (en)
Abstract (es)

Content and language integrated learning has become a common practice in European higher education. In this paper, I aim to describe how this integrated teaching practice comes as a result of a paradigmatic and pedagogical evolution. For this purpose, the main linguistic paradigms will be revisited diachronically, followed by a revision of the main pedagogical trends in teaching English as a second language. This theoretical overview culminates in a predominantly constructivist practice that is more pragmatic and contextualized than ever before. From a language teacher’s standpoint and in language university classrooms, content and language integrated learning comes to solve the forever present decontextualization.

El aprendizaje integrado de contenidos y lengua extranjera se ha convertido en práctica común en la educación superior europea. En este artículo se describe cómo esta práctica de enseñanza integrada surge como resultado de una evolución paradigmática y pedagógica. Con ese fin, se revisan diacrónicamente los distintos paradigmas lingüísticos, seguidos de una descripción de los métodos pedagógicos en la enseñanza del inglés como segunda lengua. Este recorrido teórico culmina en una práctica constructivista predominante que es más pragmática y contextualizada que ninguna otra usada con anterioridad. Desde la perspectiva del profesorado de idiomas y dentro de un aula de idiomas universitaria, el aprendizaje integrado de contenidos y lengua extranjera ofrece la solución al problema constante de la descontextualización.

Downloads

Download data is not yet available.

References

Austin, J. L. (2004). How to do things with words. In J. Rivkin & M. Ryan (Eds.), Literary theory: An anthology (2nd ed., pp. 162-176). London, UK: Blackwell.

Bell, D. M. (2003). Method and post-method: Are they really so incompatible? TESOL Quarterly, 37(2), 325-336.

Bloomfield, L. (1983). An introduction to the study of language. Amsterdam, NL: John Benjamins.

Brinton, D. M., Snow, M. A., & Wesche, M. (2011). Content-based second language instruction. Ann Arbor, MI: University of Michigan Press.

Chomsky, N. (1972). Topics in the theory of generative grammar. The Hague, NL: Mouton.

Chomsky, N. (1986). Barriers. Cambridge, MA: MIT Press.

Chomsky, N. (1988). Language and problems of knowledge. Cambridge, MA: MIT Press.

Chomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.

Chomsky, N. (2000). New horizons in the study of language and mind. Cambridge, UK: Cambridge University Press.

Coll, C., Martín, E., Mauri, T., Miras, M., Onrubia, J., Solé, I., & Zabala, A. (2007). El constructivismo en el aula [Constructivism in the classroom]. Barcelona, ES: Biblioteca de aula.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Scholars.

Crotty, M. (2003). The foundations of social research: Meaning and perspective in the research process. London, UK: Sage.

Dafouz, E., Núñez, B., & Sancho, C. (2007). Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs. International Journal of Bilingual Education and Bilingualism, 10(5), 647-662.

Derrida, J. (1971). De la gramatología [Of grammatology]. México, MX: Siglo XXI.

Gretsch, C. (2009). Pragmatics and integrational linguistics. Language and Communication, 29(4), 328-342.

Guey, C., Cheng, Y., & Shibata, S. (2010). A triarchal instruction model: Integration of principles from behaviourism, cognitivism, and humanism. Procedia: Social and Behavioural Sciences, 9, 105-118.

Ifantidou, E. (2011). Genres and pragmatic competence. Journal of Pragmatics, 43(1), 327-346.

Kaufman, D. (2004). Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics, 24, 303-319.

Kennedy, C. (2012). ESP projects, English as a global language, and the challenge of change. Ibérica, 24, 43-54.

Krashen, S. (1977). The monitor model of adult second language performance. In M. K. Burt, H. C. Dulay, & M. B. Finocchiaro (Eds.), Viewpoints on English as a second language (pp. 152-161). New York, NY: Regents.

Krashen, S. (1978). Individual variation in the use of the monitor. In W. C. Ritchie (Ed.), Second language acquisition research: Issues and implications (pp. 175-183). New York, NY: Academic Press.

Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.

Laborda, X. (1978). La gramática de Port-Royal: fuentes, contenido e interpretación. [Grammar of Port-Royal: Sources, contents, and interpretation] (Doctoral dissertation) Universidad de Barcelona, Spain.

Larochelle, M., & Bednarz, N. (1998). Constructivism and education: Beyond epistemological correctness. In M. Larochelle, N. Bednarz, & J. Garrison (Eds.), Constructivism and Education (pp. 3-20). Cambridge, UK: Cambridge University Press.

Lasagabaster, D., & Ruiz de Zarobe, Y. (Eds.). (2010). CLIL in Spain: Implementation, results, and teacher training. Cambridge, UK: Cambridge University Scholars.

Lorenzo, F. (2010). CLIL in Andalusia. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results, and teacher training (pp. 2-11). Cambridge, UK: Cambridge University Scholars.

Mitchell, R., & Myles, F. (2004). Second language learning theories. London, UK: Hodder.

Mungra, P. (2010). Teaching writing of scientific abstracts in English: CLIL methodology in an integrated English and Medicine course. Ibérica, 20, 151-166.

Muñoz-Luna, R. (2010). Interlanguage in undergraduates’ academic English: Preliminary results from written script analysis. Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, 19, 60-73.

Myles, F. (2010). The development of theories of second language acquisition. Language Teaching, 43(3), 320-332.

Nagowah, L., & Nagowah, S. (2009). A reflection on the dominant learning theories: Behaviourism, cognitivism, and constructivism. International Journal of Learning, 16(2), 279-286.

Pérez, Á., Soto, E., Sola, M., & Serván, M. (2009). Aprender en la universidad. El sentido del cambio en el EEES [Learning at university. Sense of change at the EEES]. Madrid, ES: Akal.

Piaget, J. (1970). Structuralism. New York, NY: Basic Books.

Räisänen, C. (2009). Integrating content and language, in theory in practice: Some reflections. In E. Caridad de Otto & A. F. López de Vergara (Eds.), VIII Congreso Internacional AELFE: Las Lenguas Para Fines Específicos Ante el Reto de la Convergencia Europea (pp. 31-41). La Laguna, ES: Servicio de publicaciones de la Universidad de La Laguna.

Richards, J. C. (2008). Second language teacher education today. RELC, 39(2), 158-177.

Roever, C. (2006). Validation of a web-based test of ESL pragmalinguistics. Language Testing, 23(2), 229-256.

Salaberri, S. (2010). Teacher training programmes for CLIL in Andalusia. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results, and teacher training (pp. 140-161). Cambridge, UK: Cambridge University Scholars.

Savignon, S. J. (2007). Beyond communicative language teaching: What’s ahead? Journal of Pragmatics, 39(1), 207-220.

Skinner, B. F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice-Hall.

Sturrock, J. (1979). Structuralism and since: from Lévi-Strauss to Derrida. Oxford, UK: Oxford University Press.

van Dijk, T. A. (2004). Discourse, ideology, and context. In J. D. Pujante (Ed.), Caminos de la semiótica en la última década del siglo XX [Semiotic ways in the last decade of the 20th century] (pp. 47-77). Valladolid, ES: Servicio de Publicaciones de la Universidad de Valladolid.

Yu, M. (2011). Learning how to read situations and know what is the right thing to say or do in an L2: A study of socio-cultural competence and language transfer. Journal of Pragmatics, 43(4), 1127-1147.

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.

Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.