Uso combinado de CLIL y Artes Visuales para mejorar la adquisición de una segunda lengua en aprendices jóvenes: una revisión sistematizada de la literatura
Resumen
El propósito de esta investigación fue hacer una revisión bibliográfica sistemática de los estudios empíricos desarrollados en la enseñanza de una segunda lengua en los primeros años de escolarización, siguiendo las directrices Prisma, con el fin de encontrar respuestas sobre cómo el uso de las Artes Visuales desde la perspectiva del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras puede mejorar la adquisición de la lengua meta, aumentando la motivación intrínseca en los jóvenes estudiantes y, por lo tanto, sus conocimientos y habilidades comunicativas. De los 26 trabajos, seleccionados según criterios de idoneidad y relevancia para cumplir los objetivos de la investigación, se concluye que la enseñanza de la segunda lengua utilizando conjuntamente el enfoque AICLE y las Artes Visuales tiene el potencial de promover un "entorno lingüístico natural" en el que los estudiantes pueden expresar sus ideas de forma creativa, al mismo tiempo que aumentan sus conocimientos y habilidades comunicativas. Los resultados se discuten por sus implicaciones para la práctica educativa.
Citas
Al-Almri, M. (2012). Multidiscipline-based Art Education Model: A Possible Way for Improving the Quality of Teaching Art. International Journal of the Arts in Society, 6(4), https://www.researchgate.net/publication/307768947_Multidiscipline-based_Art_Education_Model, https://doi.org/10.1080/09571736.2014.889508
Alvarez, E. (2018). Increasing English Learner’s Language Skills Through Arts Integration [Doctoral dissertation]. California State University, https://scholarworks.calstate.edu/downloads/mk61rm02m
Allison, B. & Rehm, M. (2011). English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. https://eric.ed.gov/?id=EJ948359
Anderson, C.E., McDougald, J.S., & Cuesta Medina, L. (2015). CLIL for young learners. In C. Giannikas, L. McLaughlin, G. Fanning & N. Deutsch (eds.), Children learning English: From research to practice, Iatefl, (8), 137-151. https://www.researchgate.net/publication/282862288_CLIL_for_young_learners
Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137. https://www.arcjournals.org/pdfs/ijsell/v3-i2/12.pdf
Asmali, M. (2017). Young Learners' Attitudes and Motivation to Learn English. Novitas-ROYAL (Research on Youth and Language), 11(1), 53-68. https://www.researchgate.net/publication/316702895_Young_Learners'_Attitudes_and_Motivation_to_Learn_English
Bonnet, A. (2012). Towards an evidence base for CLIL: How to integrate qualitative and quantitative research. International CLIL Research Journal, 1(4), 66–78. https://jyx.jyu.fi/bitstreams/3ffe0f28-7067-4ce7-a8bb-850236d66874/download
Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523-532. http://dx.doi.org/10.1016/J.SYSTEM.2011.08.002, https://scispace.com/papers/is-clil-so-beneficial-or-just-selective-re-evaluating-some-c4sg93z69a
Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. Tesol Quarterly, 48(4), 738-762. https://doi.org/10.1002/tesq.148
Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
Dalton Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. http://dx.doi.org/10.1080/09571736.2014.889508
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dunn, K., & Iwaniec, J. (2022). Exploring the relationship between second language learning motivation and proficiency: A latent profiling approach. Studies in Second Language Acquisition, 44(4), 967-997. https://doi.org/10.1017/S0272263121000759
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford: Oxford University Press.
Ellison, M. (2019). CLIL in the primary school context. In: S. Garton & F. Copland, The Routledge Handbook of Teaching English to Young Learners (247-266). Taylor & Francis Group.
Farokhi, M., & Hashemi, M. (2012). The impact/s of using art in English language learning classes. Procedia-Social and Behavioral Sciences, 31, 923-926. https://doi.org/10.1016/j.sbspro.2011.12.170
García, O., & Kleifgen, J. (2010). Educating emergent bilinguals: Policies, programs, and practices for English Language Learners. Teachers College Press.
Gardner, H. (1993). Frames of mind: the theory of multiple intelligences. Basic Books.
Hernández-Barrios, A. y Camargo-Uribe, A. (2017). Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistemática. Revista Latinoamericana de Psicología, 49, 146-160. https://doi.org/10.1016/j.rlp.2017.01.001
Infante, D., Benvenuto, G., & Lastrucci, E. (2014). The effects of CLIL from the perspective of experienced teachers. CLIL practice: Perspectives from the field, (1), 156-163. https://www.researchgate.net/publication/260601824_Debora_Infante_Guido_Benvenuto_Emilio_Lastrucci_The_Effects_of_Clil_from_the_Perspective_of_Experienced_Teachers
Jiménez Morales, M.A. (2016). Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds. PULSO. Revista de Educación, (39), 299-301. https://doi.org/10.58265/pulso.5108
Kokko, S., Eronen, L., & Sormunen, K. (2015). Crafting maths: Exploring mathematics learning through crafts. Design and Technology Education: An International Journal, 20(2), https://eric.ed.gov/?id=EJ1119545
Korosidou, E., & Griva, E. (2014). CLIL approach in primary education: Learning about Byzantine art and culture through a foreign language. Studies in English Language Teaching, 2(2), 216-232. https://doi.org/10.22158/selt.v2n2p240
Li, Y., Han Y. & Gao, X. (2019). Young Learners Motivation for Learning English. In: S. Garton & F. Copland, The Routledge Handbook of Teaching English to Young Learners (1, 60-92). Taylor & Francis Group.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
Martello, M.B. (2017). The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude [Doctoral dissertation]. Boise State University.
Mattheoudakis, M., Alexiou, T., & Laskaridou, C. (2014). To CLIL or not to CLIL? The case of the 3rd Experimental Primary School in Evosmos. In: N. Lavidas, T. Alexiou & A.M Sougari (Eds.), Major Trends in Theoretical and Applied Linguistics (vol. 3, pp. 215-234). De Gruyter Open. https://doi.org/10.2478/9788376560915.p13
McDougald, J. (2015). Teachers' attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25-41. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a02
Meyer, O. (2015). Towards quality CLIL: successful planning and teaching strategies. Pulso, (33), 11-29. https://doi.org/10.58265/pulso.5002
Navarro-Pablo, M., & García-Jiménez, E. (2018). Are CLIL students more motivated? an analysis of affective factors and their relation to language attainment. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 29, 71-90. https://doi.org/10.30827/Digibug.54023
Nikula, T., Dalton Puffer, C., Llinares, A., & Lorenzo, F. (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters.
Petticrew, M. y Roberts, H. (2008). Systematic reviews in the Social Sciences. John Wiley & Sons.
Punzalan, J.F. (2018). The Impact of Visual Arts in Students’ Academic Performance. International Journal of Education and Research, 6(7), 121-130. https://www.ijern.com/journal/2018/July-2018/10.pdf
Renau-Renau, M.L. (2016). A review of the traditional and current language teaching methods. International Journal of Innovation and Research in Educational Sciences, 3(2), 82-88. https://doi.org/10.1037/innovres.3.2.82
Tavakoli, P. & Jones, R. (2018). An overview of approaches to second language acquisition and instructional practices. Report. Cardiff, Wales: Welsh Government (Research & Statistics), http://centaur.reading.ac.uk/77755/
Tedick, D.J., & Wesely, P.M. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum, 28(1), 25-40. https://doi.org/10.1080/07908318.2014.1000923
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
Winner, E., Goldstein, T.R., & Vincent Lancrin, S. (2013). Art for Art’s Sake? The Impact of Arts Education. OECD Publishing. https://doi.org/10.1787/97892641807
Alvarez, E. (2018). Increasing English Learner’s Language Skills Through Arts Integration [Doctoral dissertation]. California State University, https://scholarworks.calstate.edu/downloads/mk61rm02m
Allison, B. & Rehm, M. (2011). English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. https://eric.ed.gov/?id=EJ948359
Anderson, C.E., McDougald, J.S., & Cuesta Medina, L. (2015). CLIL for young learners. In C. Giannikas, L. McLaughlin, G. Fanning & N. Deutsch (eds.), Children learning English: From research to practice, Iatefl, (8), 137-151. https://www.researchgate.net/publication/282862288_CLIL_for_young_learners
Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137. https://www.arcjournals.org/pdfs/ijsell/v3-i2/12.pdf
Asmali, M. (2017). Young Learners' Attitudes and Motivation to Learn English. Novitas-ROYAL (Research on Youth and Language), 11(1), 53-68. https://www.researchgate.net/publication/316702895_Young_Learners'_Attitudes_and_Motivation_to_Learn_English
Bonnet, A. (2012). Towards an evidence base for CLIL: How to integrate qualitative and quantitative research. International CLIL Research Journal, 1(4), 66–78. https://jyx.jyu.fi/bitstreams/3ffe0f28-7067-4ce7-a8bb-850236d66874/download
Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523-532. http://dx.doi.org/10.1016/J.SYSTEM.2011.08.002, https://scispace.com/papers/is-clil-so-beneficial-or-just-selective-re-evaluating-some-c4sg93z69a
Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. Tesol Quarterly, 48(4), 738-762. https://doi.org/10.1002/tesq.148
Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
Dalton Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. http://dx.doi.org/10.1080/09571736.2014.889508
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dunn, K., & Iwaniec, J. (2022). Exploring the relationship between second language learning motivation and proficiency: A latent profiling approach. Studies in Second Language Acquisition, 44(4), 967-997. https://doi.org/10.1017/S0272263121000759
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford: Oxford University Press.
Ellison, M. (2019). CLIL in the primary school context. In: S. Garton & F. Copland, The Routledge Handbook of Teaching English to Young Learners (247-266). Taylor & Francis Group.
Farokhi, M., & Hashemi, M. (2012). The impact/s of using art in English language learning classes. Procedia-Social and Behavioral Sciences, 31, 923-926. https://doi.org/10.1016/j.sbspro.2011.12.170
García, O., & Kleifgen, J. (2010). Educating emergent bilinguals: Policies, programs, and practices for English Language Learners. Teachers College Press.
Gardner, H. (1993). Frames of mind: the theory of multiple intelligences. Basic Books.
Hernández-Barrios, A. y Camargo-Uribe, A. (2017). Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistemática. Revista Latinoamericana de Psicología, 49, 146-160. https://doi.org/10.1016/j.rlp.2017.01.001
Infante, D., Benvenuto, G., & Lastrucci, E. (2014). The effects of CLIL from the perspective of experienced teachers. CLIL practice: Perspectives from the field, (1), 156-163. https://www.researchgate.net/publication/260601824_Debora_Infante_Guido_Benvenuto_Emilio_Lastrucci_The_Effects_of_Clil_from_the_Perspective_of_Experienced_Teachers
Jiménez Morales, M.A. (2016). Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds. PULSO. Revista de Educación, (39), 299-301. https://doi.org/10.58265/pulso.5108
Kokko, S., Eronen, L., & Sormunen, K. (2015). Crafting maths: Exploring mathematics learning through crafts. Design and Technology Education: An International Journal, 20(2), https://eric.ed.gov/?id=EJ1119545
Korosidou, E., & Griva, E. (2014). CLIL approach in primary education: Learning about Byzantine art and culture through a foreign language. Studies in English Language Teaching, 2(2), 216-232. https://doi.org/10.22158/selt.v2n2p240
Li, Y., Han Y. & Gao, X. (2019). Young Learners Motivation for Learning English. In: S. Garton & F. Copland, The Routledge Handbook of Teaching English to Young Learners (1, 60-92). Taylor & Francis Group.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
Martello, M.B. (2017). The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude [Doctoral dissertation]. Boise State University.
Mattheoudakis, M., Alexiou, T., & Laskaridou, C. (2014). To CLIL or not to CLIL? The case of the 3rd Experimental Primary School in Evosmos. In: N. Lavidas, T. Alexiou & A.M Sougari (Eds.), Major Trends in Theoretical and Applied Linguistics (vol. 3, pp. 215-234). De Gruyter Open. https://doi.org/10.2478/9788376560915.p13
McDougald, J. (2015). Teachers' attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25-41. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a02
Meyer, O. (2015). Towards quality CLIL: successful planning and teaching strategies. Pulso, (33), 11-29. https://doi.org/10.58265/pulso.5002
Navarro-Pablo, M., & García-Jiménez, E. (2018). Are CLIL students more motivated? an analysis of affective factors and their relation to language attainment. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 29, 71-90. https://doi.org/10.30827/Digibug.54023
Nikula, T., Dalton Puffer, C., Llinares, A., & Lorenzo, F. (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters.
Petticrew, M. y Roberts, H. (2008). Systematic reviews in the Social Sciences. John Wiley & Sons.
Punzalan, J.F. (2018). The Impact of Visual Arts in Students’ Academic Performance. International Journal of Education and Research, 6(7), 121-130. https://www.ijern.com/journal/2018/July-2018/10.pdf
Renau-Renau, M.L. (2016). A review of the traditional and current language teaching methods. International Journal of Innovation and Research in Educational Sciences, 3(2), 82-88. https://doi.org/10.1037/innovres.3.2.82
Tavakoli, P. & Jones, R. (2018). An overview of approaches to second language acquisition and instructional practices. Report. Cardiff, Wales: Welsh Government (Research & Statistics), http://centaur.reading.ac.uk/77755/
Tedick, D.J., & Wesely, P.M. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum, 28(1), 25-40. https://doi.org/10.1080/07908318.2014.1000923
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
Winner, E., Goldstein, T.R., & Vincent Lancrin, S. (2013). Art for Art’s Sake? The Impact of Arts Education. OECD Publishing. https://doi.org/10.1787/97892641807
Autores/as
Rojas Barragán , B. . . . . . . . . . . ., & Caballero García , P. Ángeles . . . . . . . . . . (2026). Uso combinado de CLIL y Artes Visuales para mejorar la adquisición de una segunda lengua en aprendices jóvenes: una revisión sistematizada de la literatura. Logos: Revista De Lingüística, Filosofía Y Literatura, 36(2), 94–111. https://doi.org/10.15443/RL3648
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