Desafíos para la implementación del enfoque educativo AICLE: Una revisión teórica
Resumen
El propósito de este artículo es identificar los desafíos que implica la puesta en práctica del enfoque Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) en un contexto universitario básicamente monolingüe, en el cual se han desarrollado importantes avances para el manejo de la lengua inglesa. A partir de una revisión bibliográfica, se profundiza en los fundamentos de este enfoque que se define como flexible en un continuum que va desde un AICLE atenuado a uno de carácter intensivo. En relación con los docentes, implica un proceso de formación que tienda a superar el aislamiento y favorecer la colaboración interdisciplinaria y la co-docencia, lo cual supone un proceso de apertura al diálogo para avanzar en un proceso de planificación de unidades de aprendizaje que apunten al desarrollo sociocognitivo de los estudiantes, es decir, aprender a pensar en la disciplina utilizando la lengua inglesa. En el plano de la evaluación, se distingue entre evaluación del aprendizaje y la evaluación sistemática de la puesta en práctica del programa, a modo de introducir los ajustes que sean necesarios. Se concluye que la ejecución del enfoque AICLE requiere esfuerzos altamente coordinados a nivel institucional que permitan no solo dar cuenta de los desafíos que conlleva su ejecución, sino que además genere estrategias que permitan una implementación exitosa en diferentes contextos educacionales.
Citas
Alcaraz-Mármol, G. (2018). Trained and non-trained language teachers on CLIL methodology: Teachers’ facts and opinions about the CLIL approach in the primary education context in Spain. Latin American Journal of Content & Language Integrated Learning, 11(1), 39–64. https://doi.org/10.5294/laclil.2018.11.1.3
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment & Evaluation in Higher Education, 32(2), 159–181. https://doi.org/10.1080/02602930600801928
Airey, J. (2016). EAP, EMI or CLIL? En K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 71–83). Routledge.
Bachman, L. F., & Damböck, B. (2017). Language assessment for classroom teachers. Oxford University Press.
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford University Press.
Banegas, D. L. (2022). Research into practice: CLIL in South America. Language Teaching, 55(3), 379–391. https://doi.org/10.1017/S0261444820000622
Banegas, D. L., & del Pozo Beamud, M. (2022). Content and language integrated learning: A duoethnographic study about CLIL pre-service teacher education in Argentina and Spain. RELC Journal, 53(1), 151–164. https://doi.org/10.1177/0033688220972108
Banegas, D. L., & Tavella, G. (2021). Language-driven CLIL in primary education: An analysis of general English coursebooks in Argentina. En C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 239–258). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-70095-9_12
Bentley, K. (2010). The TKT course: CLIL module. Cambridge University Press.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. En K. Bradford-Watts, R. Chartrand, & E. Skier (Eds.), JALT2016 conference proceedings (pp. 328–334). JALT.
Carrió-Pastor, M. L., & Bellés-Fortuño, B. (Eds.). (2020). Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56615-9
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562. https://doi.org/10.2167/beb459.0
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.
Custodio Espinar, M., & García Ramos, J. M. (2021). Are accredited teachers equally trained for CLIL? The CLIL teacher paradox. Porta Linguarum, 35, 9–25. https://doi.org/10.30827/portalin.v0i35.16874
Dafouz, E. (2017). English-medium instruction and content and language integrated learning: Similarities and differences. En K. Ackerley, M. Guarda, & F. Helm (Eds.), Sharing perspectives on English-medium instruction (pp. 17–28). Peter Lang.
Dafouz, E. (2021). Repositioning English-medium instruction in higher education: Lessons from CLIL and bilingual education. International Journal of Bilingual Education and Bilingualism, 24(4), 585–597. https://doi.org/10.1080/13670050.2018.1456516
Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2021). Language use and language learning in CLIL classrooms. John Benjamins. https://doi.org/10.1075/sibil.36
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council.
Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. En J. Dolin & R. Evans (Eds.), Transforming assessment: Through an interplay between practice, research and policy (pp. 53–80). Springer. https://doi.org/10.1007/978-3-319-63248-3_3
Feleki, D. (2017). Reflection on CLIL implementation in an EFL primary school classroom. Research Papers in Language Teaching and Learning, 8(2), 152–154.
Gómez Burgos, E., & Sandoval Molina, A. (2020). Percepciones de estudiantes universitarios chilenos sobre el aprendizaje del inglés en educación superior. Revista Educación, 44(2),1–16. https://doi.org/10.15517/revedu.v44i2.4009
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge
Harmer, J. (2003). The practice of English language teaching (3rd ed.). Pearson Education.
Laskaridou, C. (2017). Reflection on CLIL implementation in an EFL primary school classroom. Research Papers in Language Teaching and Learning, 8(2), 149–151.
Leontjev, D., & deBoer, M. (2020). Conceptualising assessment and learning in the CLIL context: An introduction. En M. deBoer & D. Leontjev (Eds.), Assessment and learning in content and language integrated learning (CLIL) classrooms: Approaches and conceptualisations (pp. 1–27). Springer. https://doi.org/10.1007/978-3-030-54128-6_1
McDougald, J. S., & Álvarez-Ayure, C. P. (2020). CLIL in Latin America: A critical overview. Latin American Journal of Content & Language Integrated Learning, 13(1), 1–14. https://doi.org/10.5294/laclil.2020.13.1.1
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
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan Education.
Ministerio de Educación de Chile (MINEDUC). (2014). Estudio nacional de inglés 2014. Ministerio de Educación de Chile.
Nieto Moreno de Diezmas, E. (2016). CLIL and its implementation in higher education: Challenges and opportunities. Porta Linguarum, 25, 197–210.
Otto, A. (2018). Assessing language in content and language integrated learning: A review of the literature towards a functional model. Latin American Journal of Content & Language Integrated Learning, 11(2), 308–325. https://doi.org/10.5294/laclil.2018.11.2.6
Pedrajas, M. (2021). CLIL assessment: A review of the literature on assessing language in content and language integrated learning [Trabajo de fin de grado, Universidad de Jaén]. CREA: Colección de Recursos Educativos Abiertos. https://crea.ujaen.es/server/api/core/bitstreams/c7210bf5-aa03-4844-92b3-09e63ca45a8a/content
Porcedda, M. E., & González-Martínez, J. (2020). CLIL teacher training: Lacks and suggestions from a systematic literature review. Enseñanza & Teaching, 38(1), 49–68. https://doi.org/10.14201/et20203814968
Reitbauer, M., Fürstenberg, U., Kletzenbauer, P., & Marko, K. (2018). Towards a cognitive-linguistic turn in CLIL: Unfolding integration. Latin American Journal of Content & Language Integrated Learning, 11(1), 87–108.
https://doi.org/10.5294/laclil.2018.11.1.5
Rondanelli, M. (2023). Implementación del enfoque AICLE en educación superior chilena: Desafíos y proyecciones. Revista Electrónica Educare, 27(3), 1–18. https://doi.org/10.15359/ree.27-3.169
San Isidro, X., & Pérez Cañado, M. L. (2023). The learner’s perspective on CLIL: Attitudes, motivations, and perceptions. En D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning (pp. 268–283). Routledge. https://doi.org/10.4324/9781003173151-23
Sato, T. (2023). Assessment in CLIL. En D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning (pp. 355–370). Routledge.
Sessarego-Espeleta, I., & González Campos, J. (2022). La internacionalización en las universidades chilenas: ¿Es el aprendizaje del inglés la orientación dominante en los planes estratégicos institucionales? Revista Iberoamericana de Educación Superior, 13(38), 204–219. https://doi.org/10.22201/iisue.20072872e.2022.38.1512
Sylvén, L. K. (2015). CLIL and non-CLIL students’ beliefs about language. Studies in Second Language Learning and Teaching, 5(2), 251–272.
https://doi.org/10.14746/ssllt.2015.5.2.4
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment & Evaluation in Higher Education, 32(2), 159–181. https://doi.org/10.1080/02602930600801928
Airey, J. (2016). EAP, EMI or CLIL? En K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 71–83). Routledge.
Bachman, L. F., & Damböck, B. (2017). Language assessment for classroom teachers. Oxford University Press.
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford University Press.
Banegas, D. L. (2022). Research into practice: CLIL in South America. Language Teaching, 55(3), 379–391. https://doi.org/10.1017/S0261444820000622
Banegas, D. L., & del Pozo Beamud, M. (2022). Content and language integrated learning: A duoethnographic study about CLIL pre-service teacher education in Argentina and Spain. RELC Journal, 53(1), 151–164. https://doi.org/10.1177/0033688220972108
Banegas, D. L., & Tavella, G. (2021). Language-driven CLIL in primary education: An analysis of general English coursebooks in Argentina. En C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 239–258). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-70095-9_12
Bentley, K. (2010). The TKT course: CLIL module. Cambridge University Press.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. En K. Bradford-Watts, R. Chartrand, & E. Skier (Eds.), JALT2016 conference proceedings (pp. 328–334). JALT.
Carrió-Pastor, M. L., & Bellés-Fortuño, B. (Eds.). (2020). Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56615-9
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562. https://doi.org/10.2167/beb459.0
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.
Custodio Espinar, M., & García Ramos, J. M. (2021). Are accredited teachers equally trained for CLIL? The CLIL teacher paradox. Porta Linguarum, 35, 9–25. https://doi.org/10.30827/portalin.v0i35.16874
Dafouz, E. (2017). English-medium instruction and content and language integrated learning: Similarities and differences. En K. Ackerley, M. Guarda, & F. Helm (Eds.), Sharing perspectives on English-medium instruction (pp. 17–28). Peter Lang.
Dafouz, E. (2021). Repositioning English-medium instruction in higher education: Lessons from CLIL and bilingual education. International Journal of Bilingual Education and Bilingualism, 24(4), 585–597. https://doi.org/10.1080/13670050.2018.1456516
Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2021). Language use and language learning in CLIL classrooms. John Benjamins. https://doi.org/10.1075/sibil.36
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council.
Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. En J. Dolin & R. Evans (Eds.), Transforming assessment: Through an interplay between practice, research and policy (pp. 53–80). Springer. https://doi.org/10.1007/978-3-319-63248-3_3
Feleki, D. (2017). Reflection on CLIL implementation in an EFL primary school classroom. Research Papers in Language Teaching and Learning, 8(2), 152–154.
Gómez Burgos, E., & Sandoval Molina, A. (2020). Percepciones de estudiantes universitarios chilenos sobre el aprendizaje del inglés en educación superior. Revista Educación, 44(2),1–16. https://doi.org/10.15517/revedu.v44i2.4009
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge
Harmer, J. (2003). The practice of English language teaching (3rd ed.). Pearson Education.
Laskaridou, C. (2017). Reflection on CLIL implementation in an EFL primary school classroom. Research Papers in Language Teaching and Learning, 8(2), 149–151.
Leontjev, D., & deBoer, M. (2020). Conceptualising assessment and learning in the CLIL context: An introduction. En M. deBoer & D. Leontjev (Eds.), Assessment and learning in content and language integrated learning (CLIL) classrooms: Approaches and conceptualisations (pp. 1–27). Springer. https://doi.org/10.1007/978-3-030-54128-6_1
McDougald, J. S., & Álvarez-Ayure, C. P. (2020). CLIL in Latin America: A critical overview. Latin American Journal of Content & Language Integrated Learning, 13(1), 1–14. https://doi.org/10.5294/laclil.2020.13.1.1
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
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan Education.
Ministerio de Educación de Chile (MINEDUC). (2014). Estudio nacional de inglés 2014. Ministerio de Educación de Chile.
Nieto Moreno de Diezmas, E. (2016). CLIL and its implementation in higher education: Challenges and opportunities. Porta Linguarum, 25, 197–210.
Otto, A. (2018). Assessing language in content and language integrated learning: A review of the literature towards a functional model. Latin American Journal of Content & Language Integrated Learning, 11(2), 308–325. https://doi.org/10.5294/laclil.2018.11.2.6
Pedrajas, M. (2021). CLIL assessment: A review of the literature on assessing language in content and language integrated learning [Trabajo de fin de grado, Universidad de Jaén]. CREA: Colección de Recursos Educativos Abiertos. https://crea.ujaen.es/server/api/core/bitstreams/c7210bf5-aa03-4844-92b3-09e63ca45a8a/content
Porcedda, M. E., & González-Martínez, J. (2020). CLIL teacher training: Lacks and suggestions from a systematic literature review. Enseñanza & Teaching, 38(1), 49–68. https://doi.org/10.14201/et20203814968
Reitbauer, M., Fürstenberg, U., Kletzenbauer, P., & Marko, K. (2018). Towards a cognitive-linguistic turn in CLIL: Unfolding integration. Latin American Journal of Content & Language Integrated Learning, 11(1), 87–108.
https://doi.org/10.5294/laclil.2018.11.1.5
Rondanelli, M. (2023). Implementación del enfoque AICLE en educación superior chilena: Desafíos y proyecciones. Revista Electrónica Educare, 27(3), 1–18. https://doi.org/10.15359/ree.27-3.169
San Isidro, X., & Pérez Cañado, M. L. (2023). The learner’s perspective on CLIL: Attitudes, motivations, and perceptions. En D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning (pp. 268–283). Routledge. https://doi.org/10.4324/9781003173151-23
Sato, T. (2023). Assessment in CLIL. En D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning (pp. 355–370). Routledge.
Sessarego-Espeleta, I., & González Campos, J. (2022). La internacionalización en las universidades chilenas: ¿Es el aprendizaje del inglés la orientación dominante en los planes estratégicos institucionales? Revista Iberoamericana de Educación Superior, 13(38), 204–219. https://doi.org/10.22201/iisue.20072872e.2022.38.1512
Sylvén, L. K. (2015). CLIL and non-CLIL students’ beliefs about language. Studies in Second Language Learning and Teaching, 5(2), 251–272.
https://doi.org/10.14746/ssllt.2015.5.2.4
Autores/as
Orrego , R. ., Rubio , M., Úbeda , R. . . . . . . . . . ., Castillo , S. C. . . . . . . . . . . . ., Ibarra, A., Fritz , P. . . . . . . . . . . ., & Moyano , N. . . . . . . . . . . (2026). Desafíos para la implementación del enfoque educativo AICLE: Una revisión teórica. Logos: Revista De Lingüística, Filosofía Y Literatura, 36(2), 133–149. https://doi.org/10.15443/RL3632
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