Promoting reading skills in CLIL
- Autores: Nailya Garipova Castellano, Susana Nicolás Román
- Localización: Pulso: revista de educación, ISSN-e 2445-2866, ISSN 1577-0338, Nº. 39, 2016, págs. 113-124
- Idioma: inglés
- Títulos paralelos:
- Fomento de la lectura en AICLE
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- Dialnet Métricas: 2 Citas
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Resumen
Content and Language Integrated Learning (CLIL)has been largely implemented in our educationalinstitutions through different approaches. CLIL canencompass a wide variety of teaching resourcesbut this new framework should constitute an innovativeperspective to overcome the restraintsof traditional school curricula in the teaching offoreign languages. Promoting reading skills comprehensionis also considered essential in theCLIL approach (Wolff, 2005). However, despite itsimportance, few studies have focused their attentionon the reading skills of CLIL in Spain (PérezCañado, 2012). The starting point of this studyremarks the concept of reading as a complex processwhich involves different skills and strategies,also reinforced by the Common European Frameworkof Reference for Languages as a key elementin the learning process. The first part of this articlepresents a general framework of CLIL as a methodologicalapproach followed by an overview ofthe reading skill and its main characteristics andpotentiality in the classroom. The second part ofthe article provides guidelines regarding the strategiesand types of reading activities that may helpstudents become proficient readers.
