Educational prospects of techno-clil strategies and implementation in the subject of history for the last triennium of secondary schools
- Autores: Maria Elisabetta Porcedda
- Directores de la Tesis: Juan González Martínez (dir. tes.)
- Lectura: En la Universitat Rovira i Virgili ( España ) en 2020
- Idioma: español
- Tribunal Calificador de la Tesis: María Paz Prendes Espinosa (presid.), Victoria Irene Marín Juarros (secret.), Gemma Tur Ferrer (voc.)
- Programa de doctorado: Programa de Doctorado en Tecnología Educativa por la Universidad de las Illes Balears; la Universidad de Lleida; la Universidad de Murcia y la Universidad Rovira i Virgili
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
Content and Language Integrated Learning (CLIL) is a cutting-edge topic of research, since its comparison in the ‘90s, with the aim to foster European multilingualism. In order to widen FLs’ exposure of students, it should be implemented, in Secondary schools, mainly by non-linguistic subject teachers, alone or in team with FLs colleagues. History offers many affordances for the adoption of CLIL, which the literature shows enhanced by ICTs, so this is the most involved subject within European CLIL implementations, although these are not as widespread as wished. Indeed, the same definition of CLIL, whether related only to multilingualism, is neither clear, because of its recognised complexity, nor appealing for disciplinary teachers, because it is not focused on the results of its education. Consequently, this thesis, through systematic literature reviews, defines CLIL pedagogically, as an open and meaningful environment for participatory teaching and learning, able to change the mainstream schooling, then focuses on CLIL teacher training, so as to detect lacks and good practices, in particular from the stakeholders, in order to highlight suggestions and their related advantages in filling those lacks. The theoretical part is concluded by reviewing the literature about CLIL related to pedagogies, linguistic approaches and integrated methodologies, so as to answer to lacks in this field for training, and evidencing the importance of the adoption of ICT for it. Finally, after a critical participatory action-research involving three schools in Italy, two models for History implementations by means of CLIL and ICTs have been built, including two general design of them for single teachers or in teaching team, a grid for observation, useful for their implementations as well, and the related lesson plan.
