Percepciones de futuros maestros de primaria sobre AICLE y translingüismo en la enseñanza multilingüe del inglés
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Esta investigación es el resultado de un estudio de caso cualitativo cuyo objetivo fue describir las percepciones de cincuenta y siete futuros docentes sobre la integración del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y el translenguaje para la enseñanza del inglés en primaria. La pregunta guía de la investigación fue: ¿Cuáles son las percepciones de los futuros docentes de primaria sobre la integración del AICLE y el translenguaje para la enseñanza del inglés en primaria? Los participantes formaban parte de un programa de educación primaria donde aprendieron a enseñar inglés utilizando enfoques AICLE y translenguaje. Los datos se recopilaron a través de registros reflexivos escritos y orales y de los artefactos de los participantes, incluyendo planes de clase y otras actividades creadas por los futuros docentes. Los hallazgos sugieren que los futuros docentes perciben el AICLE y el translenguaje como enfoques para mejorar sus competencias docentes y el desarrollo lingüístico, a la vez que fomentan entornos de aprendizaje multilingües. Sin embargo, este estudio también identifica desafíos significativos, incluyendo dificultades en la planificación de clases, el diseño de materiales y la navegación de las limitaciones ideológicas del sistema educativo. Los hallazgos contribuyen a profundizar la comprensión sobre cómo CLIL.
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