RT info:eu-repo/semantics/article
T1 Learning History and English through Drama and the CLIL Approach
T2 El aprendizaje de historia e inglés a través del teatro en clase y el enfoque CLIL
A1 Pozo, Elena del
K1 History
K1 CLIL
K1 Drama
K1 Bilingual
K1 Industrial revolution
K1 Historia
K1 AICLE
K1 Teatro
K1 Bilingüe
K1 Revolución industrial
K1 Ciencias sociales
K1 Educación
K1 Education
K1 Social sciences
AB This research investigates if studying historicalcontent through an innovative approach may showbetter results than traditional methods in terms oflearning history. In this case study, the researchertried to convey the differences in learning aboutthe Industrial Revolution using a traditionally textbook-based methodology versus a Content andLanguage Integrated Learning (hereafter CLIL)approach that included drama and music. The targetstudents assessed are two Y4 ESO groups ofSpanish students in a public bilingual setting wholearnt the topic through English language duringthe first term of the course. The students wereassessed using a true/false test to determine theeffect ofpre and post implementation tests. All datawas collected and analysed following a quantitativemethodology. The researcher’s null hypothesis wasthat there would not be difference between the twomethodologies. The results of the study reject thenull hypothesis and suggest that, for some topics,teaching history using drama and music could beeven more effective than a textbook-based methodology.This study is part of a further researchalready in progress in this field for a reliable statisticalanalysis.
PB Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros
SN 1577-0338
YR 2016
FD 2016
LK http://hdl.handle.net/10017/28328
UL http://hdl.handle.net/10017/28328
LA eng
DS MINDS@UW
RD 25-abr-2024