Análisis del discurso pedagógico y estrategias docentes en dos aulas aicle

Abstract

The present study focuses on a CLIL experience in a university setting from the classroom discourse perspective, with the aim of better understanding the process of teaching and learning and its pedagogical demands. This study is based on classroom observation, interviews with teachers and focus groups with students (data triangulation) using a qualitative methodology based on an ethnographic approach and discourse analysis. The analysis of these data has provided insights into how participants live and act in a CLIL university classroom and their views in relation to the experience in general. The analysis shows that CLIL, as an approach to teach and learn curricular academic content and foreign language, is a positive alternative for students to engage in significant learning and oral interaction. Teacher strategies, the introduction of different scenarios, along with project-based learning, seem to play an important role in this respect. Drawing on the evidence of participants' actions and beliefs, this thesis argues that CLIL can serve as a mean for dealing with curricular content and foreign language learning in a university multilevel setting. However, it raises questions as to whether it can lead to academic language learning. This research puts forward the need for further explorations of classroom practices in other similar settings and the need to focus on classroom practices through action research in collaboration with students and teachers. Initial suggestions for future pedagogical considerations include the importance of carefully planning language objectives and the use of strategic interactional patterns as a tool for mediation in the learning process.