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O Projeto CLIL4U: implementação, monitorização e avaliação de um projeto de ensino bilingue
Abstract
RESUMO O fenómeno da pós-globalização, que se tem feito sentir a uma larga escala na sociedade, traz consigo consequências sociais, políticas, económicas e culturais e exige um grande esforço de toda a comunidade para uma adaptação às novas exigências que acarreta. É neste contexto que surge o projeto CLIL4U, tendo como principal objetivo potenciar este diálogo de culturas desde uma idade precoce através de um processo de ensino-aprendizagem de língua e conteúdos integrados. Neste artigo, apresentaremos o projeto e seus pressupostos, consecução e avaliação. Utilizando uma metodologia de índole etnográfica e maioritariamente qualitativa, focaremos a nossa atenção nas representações que alunos, professores e encarregados de educação têm da implementação do projeto e sua monitorização.Os resultados mostram que os projetos CLIL (Content and Language Integrated Learning) podem ser uma mais-valia para instituições do 1º Ciclo do Ensino Básico, no que concerne a construção de um ensino centrado na aprendizagem pró-ativa de conteúdos. Palavras-chave: ensino-aprendizagem de língua e conteúdos integrados, didática de línguas, ensino de inglês, ensino básico ABSTRACT The phenomenon of post-globalization, which has been felt on a large scale in present-day society, brings with it social, political, economic and cultural consequences and requires a great effort of the whole community to adapt to the new demands which entails. It is in this context that the CLIL4U project arises, whose main objective is to foster a dialogue of cultures from an early age through content and language integrated process of learning. In this article, we will present the project and its assumptions, implementation and evaluation. Using an ethnographic and mostly qualitative research methodology, we will focus our attention on the representations that students, teachers and parents have of the implementation of the project and its monitoring. The results show that CLIL (Content and Language Integrated Learning) projects can be an asset to primary school institutions, in what concerns the construction of a teaching centred on the proactive learning of contents. Keywords: content and language integrated learning, didactics of languages, teaching of English, primary education RESUMEN El fenómeno de la post-globalización, que se ha hecho sentir en la sociedad, ha traído consecuencias sociales, políticas, económicas y culturales y demanda un gran esfuerzo de toda la comunidad para una adaptación a las nuevas exigencias. En este contexto surge el proyecto CLIL4U, que tiene como principal objetivo potenciar este diálogo de culturas desde una edad precoz a través de un proceso de enseñanza-aprendizaje integrado de lengua y contenidos. En este artículo, presentaremos el proyecto y sus presupuestos, consecución y evaluación. Utilizando una metodología de índole etnográfica y mayoritariamente cualitativa, enfocamos nuestra atención en las representaciones que alumnos, profesores y padres tienen de la implementación del proyecto y su monitorización. Los resultados muestran que los proyectos CLIL (Content and Language Integrated Learning) pueden ser una plusvalía para instituciones de enseñanza básica, con respecto a la construcción de una enseñanza centrada en el aprendizaje proactivo de contenidos. Palabras-clave: enseñanza-aprendizaje integrada de idiomas y contenidos, didáctica de idiomas, enseñanza de inglés, enseñanza básica DOI: http://dx.doi.org/10.22169/revint.v14i31.1530
... The outcome of the literature research led to the adoption of the Content and Language Integrated Learning (CLIL) Methodology, which complies with the recommendation of the Education and Science Ministry, the European Union (EU) and European Council (EC), which strongly advise the usage of strategies that favour the language usage within a context, such as the so called CLIL, consisting of the integrated study of a foreign language with contents from other subjects. In addition to that, CLIL methodology offers students the opportunity to use a foreign language (FL) in a natural context (Cruz et al., 2019). ...
The concepts 'learning' and 'acquisition' are many times used as synonyms. For some researchers, 'acquisition' consists of the spontaneous process of rule internalization that results from natural language use, while ´learning' is the development of conscious L2 knowledge through formal study. Synonyms, or not, acquisition of a L2 is often used for primary school levels, while learning is associated with higher levels and learning rules. Within L2 primary learning, some researchers see learning as valuable, but subordinate to acquisition, while others believe that the trick is to present an optimal balance of acquisition and learning activities (Lewis, 1993). In this context, Content and Language Integrated Learning (CLIL) may act as a key approach, as it draws on second language acquisition theories relating to exposure to language through comprehensible input and opportunities for interpreting meaning and use in risk-free, naturalistic contexts (Ellison, 2019). Bearing all this in mind, this paper proposal focuses on the acquisition vs learning paradigm regarding English as Foreign Language (EFL) at primary school contexts. By following an ethnographical methodological approach, we have 87 resorted to documental analysis on lesson plans, which have been created during a one-semester practicum undertaken at a local school in Oporto, focusing on pupils' representations on motivational and effectiveness of strategies/resources. Results show that CLIL in the primary context can support holistic and interdisciplinary learning when there is a combined focus on content, communication, cognition and culture, all of which make it compatible with the default integrationist ethos of L2 learning in primary education.
As dinâmicas em espaços fronteiriços são bastante complexas, haja vista as singularidades e particularidades de cada território. No que diz respeito à escola, essas diferenciações são ainda mais evidentes, apresentando desafios na aprendizagem e integração dos estudantes. Neste sentido, discutir o ensino bilíngue para as escolas de fronteira, objetivo deste trabalho, pode ser justificado pela necessidade em compreender as características intrínsecas à situação geográfica, política, econômica e cultural da fronteira brasileira. Deste modo, o trabalho vai no caminho do entendimento do conceito de fronteira e suas características, para em seguida discutir o ensino bilíngue onde foi aplicada uma política educacional de caráter intercultural e bilíngue para os países da América do Sul: Dionísio Cerqueira/SC e Bernardo de Irigoyen/AR e Ponta Porã/MS e Pedro Juan Caballero/PY. Apesar da descontinuidade verificou-se que, as políticas linguísticas, especificamente o projeto intercultural escola bilíngue na fronteira, tem importância fundamental para a integração, visto a promoção e o reconhecimento das línguas faladas pelos moradores da fronteira e que o incentivo da valorização da lingua desde o ensino básico, fomenta significativamente o enaltecimento da variedade cultural existente nessas áreas.
In the scope of the INW22, an international scientific joint event organized by Politécnico do Porto – Escola Superior de Educação (International Relations Office) and inED – Centre for Research and Innovation in Education, teachers, researchers and staff working in the field of Education joined together to share, discuss, reflect on and develop their ideas on topics related to Networking in Education, with a focus on subtopics such as Culture, Arts and Heritage in Education. This meeting offered good opportunities for intercultural exchange and both personal and academic development. Therefore, professionals who attended the INW22 Conference / International Week, including teaching staff, non-teaching staff, researchers and student-researchers, had the chance to get in touch with high quality presentations which portray the rich research projects that we, educational practitioners, have been undertaking.
Therefore, in order to make record of these presentations, a call for chapters has been promoted. In this way, issuEs 21 – Issues in Education, an e-Book, has been born.
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