Por favor, use este identificador para citar o enlazar este ítem:http://uvadoc.uva.es/handle/10324/22282
Título
Contrasting CLIL and Traditional Second Language Acquisition Models: a Case Study in Primary Education.
Autor
Director o Tutor
Año del Documento
2016
Titulación
Máster en Estudios Ingleses Avanzados: Lenguas y Culturas en Contacto
Resumen
Many claims have been made for CLIL to be beneficial for formal mandatory education and particularly for the acquisition of a second language (Coyle, 2008; Eurydice, 2006; Lasagabaster, 2008; Marsh 2000). When this approach is adopted by teachers in order to teach a content area in a foreign language, traditional second language teaching models based on a more linear and formal structure, such as PPP (presentation, practice, production), are left aside. The choice of the teaching model will influence the student´s learning on both content and second language acquisition. This case study will contrast the results of two methodologies, a CLIL project and a traditional linear unit, when applied into two different groups of Year Five Primary Education students at a Spanish bilingual school.
Materias (normalizadas)
Inglés (Lengua) - Estudio y enseñanza
Inglés (Lengua) - Metodología
Departamento
Departamento de Filología Inglesa
Idioma
eng
Derechos
openAccess
Aparece en las colecciones
- Trabajos Fin de Máster UVa [6384]
Ficheros en el ítem
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