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Abstract(s)
A abordagem CLIL apresenta-se pelas suas características de integração de vários saberes (Savić, 2012) como uma mais-valia no ensino do Inglês no 1.º Ciclo do Ensino Básico (CEB), uma vez que o seu conteúdo provém de outras áreas curriculares, fazendo assim parte de um saber prévio dos alunos. Portanto, serve de base a uma forma diferente de aprender essa língua, proporcionando aprendizagens significativas e estimulantes (Fernández-Corbarcho, 2014) encadeadas com os conhecimentos dos discentes.
No contexto da nossa prática de ensino supervisionada procurámos perceber as potencialidades da abordagem CLIL no contexto de ensino do inglês no 1.º CEB. Nesse seguimento refletimos sobre a sua relevância na promoção da língua inglesa (Ball, 2013) não só através dos seus documentos enquadradores, como também apresentando sugestões de recursos aquando da sua implementação no contexto do estágio e realçando as implicações do seu uso junto da classe docente e discente.
A nossa investigação esteve relacionada com o contexto onde realizámos a nossa prática de ensino supervisionada, numa escola do Porto com uma turma de 4.º ano, para a qual recorremos à metodologia qualitativa, apresentando-se como um estudo de caso com contornos de investigação-ação, com o intuito de dar resposta à questão e aos objetivos que ditaram a sua implementação: perspetivar o lugar da abordagem CLIL no ensino do inglês no 1.º CEB.
Em síntese, verificámos através deste estudo de caso que faz sentido o ensino do inglês no 1.º CEB baseado na abordagem CLIL, podendo resultar em possibilidades de melhoria no ensino dessa língua, beneficiando os alunos e os professores.
CLIL reveals through its characteristics of integration of knowledge (Savić, 2012) to be an added value for teaching English in the primary, since its content comes from other curricular areas, belonging to the students´ previous expertise. Therefore, it´s the basis for learning a language in a different way, allowing stimuli and meaningful learning (Fernández-Corbarcho, 2014) followed by the pupils´knowledge. In our training context we tried to figure out CLIL´s potentialities in teaching English at the primary level. So, we have reflected about its relevance in promoting the English language (Ball, 2013) not only through the regulating documents, but also by presenting suggestions of resources while it was implemented in your training context and highlighting the consequences of its use within the teachers and students. Our investigation was related to our tranining context, teaching a 4th grade class in an Oporto school. To do this investigation we have used the qualitative methodology, through the study case with investigation-action contours to give an answer to the question and to the objectives that set its implementation. To conclude, we have checked through this study case that it makes sense to teach English at primary level through the CLIL approach, resulting in possibilities which improve learning in this language, that would benefit the students and the teachers.
CLIL reveals through its characteristics of integration of knowledge (Savić, 2012) to be an added value for teaching English in the primary, since its content comes from other curricular areas, belonging to the students´ previous expertise. Therefore, it´s the basis for learning a language in a different way, allowing stimuli and meaningful learning (Fernández-Corbarcho, 2014) followed by the pupils´knowledge. In our training context we tried to figure out CLIL´s potentialities in teaching English at the primary level. So, we have reflected about its relevance in promoting the English language (Ball, 2013) not only through the regulating documents, but also by presenting suggestions of resources while it was implemented in your training context and highlighting the consequences of its use within the teachers and students. Our investigation was related to our tranining context, teaching a 4th grade class in an Oporto school. To do this investigation we have used the qualitative methodology, through the study case with investigation-action contours to give an answer to the question and to the objectives that set its implementation. To conclude, we have checked through this study case that it makes sense to teach English at primary level through the CLIL approach, resulting in possibilities which improve learning in this language, that would benefit the students and the teachers.
Description
Keywords
CLIL Integração de saberes Ensino de inglês no 1.ºCEB Estudo de caso Integration of knowledge Primary English Teaching Case Study
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação