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of the main educational
methodologies is needed (Cano, 2013):
80s
early 20th century
(Meyer, 2010)
Piaget and Vygotsky
Pavlov and Skinner
1983
60s and 70s
Ausubel and Bruner
Howard Gardner
Vertebrate animals: mammals vs birds: objectives
(Coyle, 1999)
(Coyle, Marsh and Hood, 2010)
• Giving examples: such as…
• Describing a process: first, then, later, finally…
• Expressing conditions: if…
• Describing trends in the present: population IS increasing, people ARE happy…
• Talking about purpose: to, in order to, so that…
• Defining: herbivores are animals WHICH…
Using different types of questions: referential, display, open, closed...
Scaffolding is applied so as to help students move forward to new zones within the Zone of Proximal Development (ZPD) proposed by Vygotsky. It becomes a meaningful tool for teachers, who
allow students to take control over the
situation step by step until they
become competent to make the
activity on their own
(Alber, 2011)
(Dodge, 2001)
To ensure that students extract relevant and needed information from the input: hearing guidelines, charts...
To provide strategies which allow the transformation of the received input into something new: data tables, support to create ideas...
To support students when creating something new: presentations templates, guidelines, schemes...
And after a lot of searching and reading, I can say that the answer is...
Theory sounds good, but my big question was:
(Cummins, 1984)
• tasks: enforce the student to use the language through familiar topics which become reference tasks for the next type of task.
• tasks: students use the previously acquired language. The concepts study through visual support gets started.
• tasks: keep developing new knowledge and raising the linguistic structures level which must be used by the student.
• tasks: final goal. New knowledge related to the language and to the subject contents are incorporated through teamwork, use of technologies and supporting help.
Carlos Navarro Sánchez-Mayoral
(Meyer, 2010)
It requires time, effort, and collaboration among teachers, but if it is well implemented, CLIL makes the difference on bilingual education by providing students and teachers with many possibilities to develop linguistic skills and gain knowledge at the same time.
Carlos Navarro Sánchez-Mayoral