Teaching culture through integrated learning of content and foreign languages
DOI:
https://doi.org/10.24310/analecta.v41i.13060Keywords:
CLIL, SPF, intercultural competence, culture, Spanish as a foreign languageAbstract
This paper analyses the state of culture in the teaching of Spanish as a foreign language in order to propose a CLIL methodology in which its content is Spanish popular culture itself.
Downloads
References
ÁLVAREZ MARTÍNEZ, M. A., A. BLANCO CANALES, M.L. GÓMEZ SACRISTÁN Y N. PÉREZ DE LA CRUZ (2015): Nuevo Sueña 1, Anaya.
BELLAND, B. R. (2017): «Instructional Scaffolding in STEM Education», Instructional Scaffolding in STEM Education.
CANALE, M. (1983): «From communicative competence to communicative pedagogy», Language and communication, pp. 2-27.
CASSANY, D. (1999): Los enfoques comunicativos: elogio y crítica, Universidad de Antioquia.
CONSEJO DE EUROPA (2002): Marco común europeo de referencia para las lenguas, Instituto Cervantes, Madrid.
CORPAS,J.,E.GARCÍA Y A.GARMENDIA (2013): Aula 1: nueva edición, Difusión.
COYLE, D. (2007): «Strategic classrooms: Learning communities which nurture the development of learner strategies», The Language Learning Journal, 35, 1, pp. 65-79.
COYLE, D., P. HOOD Y D. MARSH (2010): CLIL: content and language integrated learning, Cambridge University Press, Nueva York.
EQUIPO NUEVO PRISMA (2014): Nuevo Prisma A1: Curso de español para extranjeros, Edinumen, Madrid.
GALISSON, R. (1999): «Quel statut revindiquer pour les cultures en milieu institutionel?», La formation en questions, Clé International, Paris.
GIMENO SACRISTÁN, J. (1982): La pedagogía por objetivos: Obsesión por la eficiencia, Morata, Madrid.
GUILLÉN DÍAZ, C. (2004): «Los contenidos culturales», en Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE), SGEL, Madrid.
HYMES, D. (1972): «On Communicative Competence», Sociolinguistics: selected readings, pp. 269-293.
ILLESCAS, A. (2016): «La competencia intercultural y su inclusión en los manuales de ELE», Porta Linguarum, 26, pp. 67-79.
INSTITUTO CERVANTES (2006): Plan curricular del Instituto Cervantes. Niveles de referencia para el español, Instituto Cervantes, Madrid.
JIMÉNEZ, F., A. M M. ROMERO (2014): «Learning processes in CLIL: Opening the door to innovation», Integration of Theory and Practice in CLIL.
JUARISTI GARAMENDI, M. (2018): «¡Excusas a mí!», en la página web del Ministerio de Educación [consulta: 17 noviembre 2019].
LINIERS, M. (2010): «Me pasa seguido-», Macanudo Liniers [consulta: 16 diciembre 2019].
MELERO ABADÍA, P. (2004): «De los programas nocional-funcionales a la enseñanza comunicativa», en Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE), SGEL, Madrid.
MIQUEL, L. (2004): «La subcompetencia sociocultural», en Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE), SGEL, Madrid.
MIQUEL, L. Y N. SANS, N. (2004): «El componente cultural: un ingrediente más en las clases de lengua», Revista Electrónica de Didáctica ELE, marzo, pp. 326-338.
NIKLEVA, D. G. (2012): «La competencia intercultural y el tratamiento de contenidos culturales en manuales de español como lengua extranjera», Revista Española de Lingüística Aplicada, 25, pp. 165-187.
PEÓN VILLAR, M. (2016): «El componente cultural en los manuales de aprendizaje del español como lengua extranjera».
PÉREZ-CAÑADO, M. L. (2012): «CLIL research in Europe: Past, present, and future», International Journal of Bilingual Education and Bilingualism, 15, 3, pp. 315-341.
PÉREZ-CAÑADO, M. L. (2016): «Are teachers ready for CLIL? Evidence from a European study», European Journal of Teacher Education, 39, 2, pp. 202-221.
RICHARDS, J. C. Y T. S. RODGERS (2015): Approaches and methods in language teaching, Cambridge University Press, Cambridge.
SAN ISIDRO, X. (2018): «Innovations and Challenges in CLIL Implementation in Europe», Theory into Practice, 57, 3, pp. 185-195.
SARRALDE, B., E. CASAREJOS Y M. LÓPEZ (2019): Vitamina A1, SGEL, Madrid.
VAN EK, J. A. (1986): Objectives for Foreign Language Learning (Vol I), Consejo de Europa, Estrasburgo.
Downloads
Published
Dimensions
Issue
Section
License
In the Analecta Malacitana Journal we are clearly committed to a policy of open access to scientific knowledge (See the Berlin Declaration).
Those authors who have publications with this journal accept the following terms:
This journal provides immediate free access to its content on the principle of making research freely available to the public. All content published on Margins is subject to the Creative Commons Attribution-No Derivatives 4.0 International license.
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
Authors whose contributions are accepted for publication in this journal will retain the non-exclusive right to use their contributions for academic, research, and educational purposes, including self-archiving or deposit in open access repositories of any kind.
The electronic edition of this magazine is edited by the Editorial of the University of Malaga (UmaEditorial), being necessary to cite the source in any partial or total reproduction.
The authors may adopt other non-exclusive license agreements for the distribution of the version of the published work (for example: deposit it in an institutional telematic archive or publish it in a monographic volume) provided that the initial publication in this magazine.
Authors are allowed and recommended to disseminate their work through the Internet (for example: in institutional telematic archives or on their web page) before and during the submission process, which can produce interesting exchanges and increase citations to the published work. (See The effect of open access.)
How to Cite
25.png)
