PLANNING CLIL UNITS IN PRIMARY EDUCATION FROM A COGNITIVE PERSPECTIVE

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Odisea Pub Date : 2019-09-30 DOI:10.25115/odisea.v0i19.1892
María del Mar Sánchez Pérez, María Sagrario Salaberri Ramiro
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Abstract

The Content and Language Integrated Learning (CLIL) approach has experienced a considerable growth and it is being progressively integrated into curricula all across Europe. It is a dual educational approach in which content and language must be combined. This approach introduces a new cognitive dimension which is missing in other language learning approaches by the addition of a new competence: using the language to learn. This study intends to analyze a lesson planning process of a CLIL Primary School Science lesson at a Spanish state school focusing on the cognitive dimension of the learning process of both Science content and foreign language skills.
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从认知的角度规划小学教育课程单元
内容和语言综合学习(CLIL)方法经历了相当大的增长,它正在逐步融入整个欧洲的课程。这是一种内容和语言必须结合的双重教育方法。这种方法引入了一种新的认知维度,这是其他语言学习方法所缺乏的,它增加了一种新的能力:用语言来学习。本研究旨在分析西班牙公立学校CLIL小学科学课程的课程规划过程,重点关注科学内容和外语技能学习过程的认知维度。
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