Reflexiones sobre la adquisición L2: AICLE en Madrid
Authors
Pena Díaz, María CarmenDate
2019-07-20Bibliographic citation
Tonos digital, 2019, n. 37, p. 1-20
Keywords
AICLE
Adquisición de segunda lengua
Metodología
CLIL
Second language acquisition
Methodology
Document type
info:eu-repo/semantics/article
Version
info:eu-repo/semantics/publishedVersion
Rights
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Access rights
info:eu-repo/semantics/openAccess
Abstract
Existe un chiste que contesta a la pregunta de ¿quiénes son los españoles? con "una gente que se pasa la vida estudiando inglés". De acuerdo con una encuesta realizada por los medios nacionales, el 65% de los españoles reconocen que no son capaces de hablar, leer o escribir en ese idioma y existe el eterno y complejo dilema de por qué ocurre esto en un país donde hay mucha dedicación al estudio del inglés tanto en la escuela como en clases privadas y donde la escolarización en inglés comienza a edades muy tempranas. En respuesta a este dilema tienden a aparecer opiniones diversas, sin embargo, no se da mucha importancia al modo en el que se enseña esta lengua. El objetivo de este trabajo es analizar los factores involucrados en la solución a este dilema, especialmente en relación con uno de los últimos intentos para mejorar esta adquisición, la implementación de la metodología AICLE, que se está realizando para mejorar el dominio de inglés en las generaciones más jóvenes. The Spanish joke “Who is a Spanish person? Someone whose life is
spent learning English”, perfectly defines the Spanish general perception of
their second language acquisition, which is usually English. According to a
survey conducted by the national media, 65% of Spaniards recognize that
they are not able to speak, read or write in that language and there is an
eternal and complex dilemma of why this occurs in a country where many
hours are dedicated to its study both at school and privately and also,
where schooling in English begins at very early ages. In response to this
dilemma of why Spaniards do not seem to acquire English as proficiently as
their neighbours (there is a general belief that Portuguese or French speak
English much better), there tend to coalesce diverse opinions such as the
fact that audiovisual material is dubbed into Spanish, that there are not
enough hours of study devoted to this language, that little importance is
given to its study, etc. All of these opinions are perceived by the general
public and even by some language teachers. However, not much
importance is normally given to the way English is being taught and the
learning methods which are used.
The purpose of this paper is to analyze precisely which factors are
involved in the solution to this dilema, especially regarding one of the latest
attempts to improve this acquisition, the implementation of CLIL methodology, which is being made to improve younger generations’ English
proficiency.
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