Keywords
AICLE, principios metodológicos, programación docente., CLIL, methodological principles, lesson plan
Los principios metodológicos AICLE en las programaciones docentes del Programa Bilingüe de la CM: estudio empírico
Abstract
El Programa Bilingüe de la Comunidad Autónoma de Madrid (CM) ha supuesto desde su implantación en la Etapa de Primaria en el curso 2004-2005 un reto personal y profesional para los docentes responsables de su desarrollo en las aulas. Este programa, que está basado en el aprendizaje integrado de contenido y lengua (AICLE), requiere un impulso que permita consolidar los resultados que se están obteniendo con el mismo. Tras el esfuerzo inicial dedicado a la difusión del programa y a la formación de los docentes que participan en él, tanto en la Etapa Primaria como en la Secundaria, y a modo de estrategia para garantizar la mejora de la calidad del programa y su sostenibilidad a largo plazo, se propone realizar un trabajo de investigación de los resultados obtenidos hasta ahora bajo la perspectiva de la presencia de los principios metodológicos AICLE en la programación docente
The Bilingual Program of the Autonomous Community of Madrid, henceforth CM, has been a personal and professional challenge for the teachers responsible for its implementation in the classroom since it arrived the Primary School in 2004-2005. This program, which is based on content and language integrated learning (CLIL), requires a stimulation to consolidate the results obtained with it. After the initial effort dedicated to the dissemination of the program and the training of the teachers who participate in it both in Primary and Secondary, and as a strategy to guarantee the improvement of the quality of the program and its long term sustainability, it is proposed to carry out a research of the results obtained until now under the perspective of the presence of the CLIL methodological principles in the teaching programming.
The Bilingual Program of the Autonomous Community of Madrid, henceforth CM, has been a personal and professional challenge for the teachers responsible for its implementation in the classroom since it arrived the Primary School in 2004-2005. This program, which is based on content and language integrated learning (CLIL), requires a stimulation to consolidate the results obtained with it. After the initial effort dedicated to the dissemination of the program and the training of the teachers who participate in it both in Primary and Secondary, and as a strategy to guarantee the improvement of the quality of the program and its long term sustainability, it is proposed to carry out a research of the results obtained until now under the perspective of the presence of the CLIL methodological principles in the teaching programming.
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