El enfoque AICLE:

La planificacin en EP
Dictamen 9639
Puntaje 0,44
Proyecto 81/14 NC
Destinatarios: Docentes de Ingls de Educacin Primaria

Direccin de Capacitacin
Provincia de Buenos Aires

Claudia Tilatti
2015

Objetivos
Reflexionar acerca de los mltiples factores que
intervienen en la prctica docente en el contexto de la
provincia de Buenos Aires.
Desarrollar una actitud crtica de la actividad ulica, para
favorecer el desarrollo profesional.
Conocer los principios bsicos del enfoque AICLE.
Planificar secuencias a partir del enfoque AICLE en lnea
con el diseo curricular de la provincia de Buenos Aires.
Desarrollar un sentido crtico sobre la efectividad de
distintos mtodos, recursos y estrategias para primaria.
Disear y elaborar una muestra de materiales didcticos
a partir del enfoque AICLE.
Disear estrategias de evaluacin de proceso que se
enmarquen dentro de lo prescripto en el diseo curricular
vigente.
2

WATCH
TAKE DOWN NOTES
TALK ABOUT

MAIN PRINCIPLES
GOALS
IDEAS
FOCUS

WHAT IS CLIL?
A BRIEF INTRODUCTION

https://www.youtube.com/watch?v=uIRZWn7-x2Y

WHY CLIL?

HTTP://WWW.YOUTUBE.COM/WATCH?
NR=1&FEATURE=ENDSCREEN&V =9HHVNG0AYFI
6

CLIL
The CLIL strategy involves using a language that is
not a student's native language as a medium of
instruction and learning for primary subjects such
as maths, science, social studies and art .

Language teachers in CLIL programmes play a

unique role:
They work to support content teachers by helping
students acquire the language needed to work with
content from other subjects, helping reinforce the
learning of content.

CLIL is a tool for the teaching and learning of

content and language.

The essence of CLlL is integration.

Content from subjects is used in language-learning
classes. The language teacher, working together
with teachers of other subjects, incorporates the7
vocabulary, terminology and texts from those other

A students desire to understand and use the

content motivates him or her to learn the
language.
Students are likely to learn more if they are not
simply learning language for language's sake,
but using language to accomplish concrete
tasks and learn new content.
The language teacher helps students improve
the quality of their language In CLIL, content
goals are supported by language goals.

The development of learning skills supports the

achievement of content language goals.
Learning skills goals constitute the third driver
in the CLIL triad.
8

Core features of CLIL methodology

Multiple focus
supporting language learning in content classes
supporting content learning in language classes
integrating several subjects
organizing learning through cross-curricular themes and
projects
supporting reflection on the learning process

Safe and enriching learning environment

using routine activities and discourse
displaying language and content throughout the classroom
building student confidence to experiment with language
and content
using classroom learning centres
guiding access to authentic learning materials and
environments
increasing student language awareness

10

Core features of CLIL methodology

Authenticity
letting the students ask for the language help they need
maximizing the accommodation of student interests
making a regular connection between learning and the
students' lives
connecting with other speakers of the CLIL language
using current materials from the media and other
sources
Active learning
students communicating more than the teacher
students help set content, language and learning skills
outcomes
students evaluate progress in achieving learning
outcomes
favouring peer co-operative work
negotiating the meaning of language and content with
students
11
teachers acting as facilitators

Core features of CLIL methodology

Scaffolding
building on a student's existing knowledge, skills,
attitudes, interests and experience
repackaging information in user-friendly ways
responding to different learning styles
fostering creative and critical thinking
challenging students to take another step forward
and not just coast in comfort
Co-operation
planning courses/lessons/themes in co-operation
with CLIL and non-CLlL teachers
involving parents in learning about CLIL and how to
support students
involving the local community, authorities and
employers
12

Complete the first two columns of the KWL chart about CLIL

What I Know

What I Want to know

What I Learned

13

14