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Abstract(s)
O ensino bilingue torna-se cada vez mais relevante no contexto Europeu. O Content
and Language Integrated Learning (CLIL) apresenta-se como uma metodologia
importante como podemos observar no European Profile for Language Teacher
Education. Após realizar uma revisão de literatura cujo conteúdo versa sobretudo
acerca os princípios orientados pelos preconizadores desta abordagem metodológica,
nomeadamente Coyle (2010), Marsh (2010), Mehisto (2008), entre outros, e no
sentido de tentarmos aferir a sua viabilidade, realizámos um Projeto de Investigação
no qual implementámos esta abordagem pedagógica, ensinando a disciplina de
ciências a grupo de alunos do Pré-escolar.
Assim, neste estudo de caso, com contornos da metodologia de investigação-ação,
tivemos como principal objetivo verificar a aplicabilidade do CLIL na Educação Préescolar.
Com a implementação deste projeto, conseguimos perceber que a metodologia
CLIL é uma abordagem metodológica eficaz, sendo que, nos permitiu concluir que
mesmo na Educação Pré-escolar é possível ensinarmos uma disciplina através de uma
segunda língua.
Bilingual teaching has become more and more relevant in the European context. Content and Language Integrated Learning (CLIL) is presented as an important methodology as we can observe in the European Profile for Language Teacher Education. After completing a literature review whose content refers to the oriented principles by the early advocates that support this methodological approach, namely Coyle (2010), Marsh (2010), Mehisto (2008), among others, in order to try to assess its viability, we have applied a Research Project in which we have implemented this methodology, teaching the Science subject to a group of preschool students. Therefore, in this case study, with contours of the investigation-action methodology, we had as our main objective to discover the applicability of CLIL in the Preschool teaching. Throughout this Project we managed to understand that the CLIL methodology is an effective methodological approach, given even in Preschool education it is possible to teach a subject through a second language.
Bilingual teaching has become more and more relevant in the European context. Content and Language Integrated Learning (CLIL) is presented as an important methodology as we can observe in the European Profile for Language Teacher Education. After completing a literature review whose content refers to the oriented principles by the early advocates that support this methodological approach, namely Coyle (2010), Marsh (2010), Mehisto (2008), among others, in order to try to assess its viability, we have applied a Research Project in which we have implemented this methodology, teaching the Science subject to a group of preschool students. Therefore, in this case study, with contours of the investigation-action methodology, we had as our main objective to discover the applicability of CLIL in the Preschool teaching. Throughout this Project we managed to understand that the CLIL methodology is an effective methodological approach, given even in Preschool education it is possible to teach a subject through a second language.
Description
Keywords
Educação pré-escolar Ensino da ciência Metodologia CLIL Aprendizagem da LE Ensino precoce de inglês Kindergarten education Science teaching CLIL methodology foreign language learning Early english learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação