Compatibilidad de las rutinas de pensamiento con el Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE): un estudio exploratorio
Journal
Revista Panamericana de Pedagogía
Publisher
Universidad Panamericana, Escuela de Pedagogía
Date Issued
2020-07-02
Author(s)
López-Hernández, Alfonso
Type
Resource Types::text::Non-primary product
Abstract
This paper presents provides an initial assessment of the benefits that can be obtained by applying thinking routines (Project Zero, Harvard University) in contexts of Content and Language Integrated Learning (CLIL), an approach to bilingual education that is now com-monplace in Europe and that is gaining ground in other continents. The first part of the study provides a discussion of the theoretical compatibility of visible thinking −the larger concep-tual framework which supports the routines− and CLIL, which has the student’s cognitive engagement as one of its central methodological principles. In turn, the second part presents the result of a systematic application of the 7 introductory or core routines with preservice tea-cher trainees in Madrid (Spain) studying a university CLIL program, as well as some expe-riences of these routines with Elementary education students in three schools of the region. All these experiences attest to the significant benefits of using thinking routines in bilingual instruction, especially in what regards a greater student involvement than alternative prac-tices, on the one hand, and the ability to provide extensive oral practice in question forming. However, a number of their limitations is also discussed, specifically in relation to their cog-nitive quality as well as their ability to generate situations of authentic communication in L2. Based on these preliminary findings, specific questions for future studies are proposed.
License
Acceso Abierto
How to cite
López Hernández, A. (2020). Compatibilidad de las rutinas de pensamiento con el Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE): un estudio exploratorio. Revista Panamericana de Pedagogía, (30), 92-107. https://doi.org/10.21555/rpp.v0i30.2026