Edukiak ulertzeko estrategiak CLIL irakaskuntzanEuskal Herriko eskola bateko B eta D ereduak

  1. Gaspar, Artzai 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

ISSN: 0214-9753

Año de publicación: 2021

Volumen: 33

Número: 2

Páginas: 49-77

Tipo: Artículo

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Otras publicaciones en: Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

Resumen

The Content and Language Integrated Learning (CLIL) approach has become very impor-tant in Europe. However, there is no consensus on whether its results are positive. Bearing in mind that models B and D in the Basque Autonomous Community are classified as CLIL teaching for a large part of the student body, the aim of this study is twofold. On the one hand, to analyse what strategies teachers use in these models to facilitate comprehension and, on the other, to analyze the perceptions of teachers and pupils with regard to comprehension. The research was carried out with students and Secondary Education teach-ers of models B and D content subjects. A total of 123 students and 8 teachers were analysed, observing a total of 12 classes. Two qualitative instruments were used, the rubric for identifying and describing strate-gies to facilitate comprehension and spontaneous interviews on the perceptions about the comprehension of both teachers and students. It has been concluded that teachers are aware of students’ comprehension defi-cits, and many implement numerous strategies to address them. When strategies are appropriately targeted, they are effective in facilitating understanding and provide adequate pedagogical scaffolding. In the case of perceptions, students miss more strategies and the desire for more practical work is highlighted.

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