Título: | EL APRENDIZAJE DE LAS CIENCIAS SOCIALES Y LAS DIFERENCIAS BASADAS EN EL GÉNERO EN AICLE. UN ESTUDIO PRELIMINAR : SOCIAL SCIENCE LEARNING AND GENDER-BASED DIFFERENCES IN CLIL. A PRELIMIRARY STUDY |
Autores: | Nieto Moreno de Diezmas, Esther ; Hill, Thomas Matthew |
Tipo de documento: | texto impreso |
Editorial: | Universidad de Sevilla // UNED, 2020-01-29 |
Dimensiones: | application/pdf |
Nota general: |
ELIA: Estudios de Lingüística Inglesa Aplicada; Núm. 19 (2019); 177-204 2253-8283 1576-5059 Copyright (c) 2020 ELIA: Estudios de Lingüística Inglesa Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 |
Idiomas: | Inglés |
Palabras clave: | ARTÍCULOS DE INVESTIGACIÓN / RESEARCH ARTICLES |
Resumen: |
En este artículo se muestran los resultados preliminares de un estudio longitudinal que se dirige a (i) determinar el impacto de la enseñanza bilingüe en la adquisición de los contenidos relativos a las ciencias sociales, y (ii) su efecto en la reducción de las diferencias de logro basadas en el género. Para ello se compararon los resultados de alumnos de 4º de educación primaria (n=119) de una escuela bilingüe y otra no bilingüe situadas en una zona urbana. Se garantizó que los grupos eran homogéneos en términos de nivel socio-económico, que habían recibido una metodología docente similar y el mismo número de horas de ciencias sociales (3 horas semanales). Los resultados mostraron (i) los alumnos que recibieron la asignatura de ciencias sociales en inglés habían adquirido conocimientos similares a los que la habían recibido en su lengua materna y (ii) la enseñanza bilingüe niveló las diferencias de género observadas en la escuela no bilingüe en favor de los varones.This article shows the preliminary results of a longitudinal study that aims to (i) determine the impact of bilingual education on the acquisition of contents related to social sciences, and (ii) its effect on the reduction of gender-based achievement differences. To this end, the results of students in the 4th year of primary education (n = 119) of one bilingual and one non-bilingual school located in an urban area were compared. It was guaranteed that the groups were homogeneous in terms of socio-economic level, that they had received a similar teaching methodology and same amount of social science teaching hours (3 hours a week). The results showed (i) the students who received the subject of social sciences in English had acquired knowledge in a similar manner to those who had received it in their mother tongue and (ii) the bilingual education levelled the gender differences observed in the non-bilingual school in favour of males. This article shows the preliminary results of a longitudinal study that aims to (i) determine the impact of bilingual education on the acquisition of contents related to social sciences, and (ii) its effect on the reduction of gender-based achievement differences. To this end, the results of students in the 4th year of primary education (n = 119) of one bilingual and one non-bilingual school located in an urban area were compared. It was guaranteed that the groups were homogeneous in terms of socio-economic level, that they had received a similar teaching methodology and same amount of social science teaching hours (3 hours a week). The results showed (i) the students who received the subject of social sciences in English had acquired knowledge in a similar manner to those who had received it in their mother tongue and (ii) the bilingual education levelled the gender differences observed in the non-bilingual school in favour of males. |
En línea: | http://revistas.uned.es/index.php/ELIA/article/view/26594 |
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