Contextualised materials for developing inference through CLIL among university students

This qualitative action research, conducted by an English teacher at a private university, shows the appropriateness and usefulness that contextualised teaching materials, framed within the Content Language Integrated Learning (CLIL) approach, had on students’ reading with an emphasis on inference,...

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Detalles Bibliográficos
Autor Principal: Fernández Legro, Hernán
Otros Autores: Núñez Pardo, Astrid
Formato: Capítulo de libro (Book Chapter)
Lenguaje:Inglés (English)
Publicado: Universidad Externado de Colombia 2022
Materias:
id ir-001-5227
recordtype dspace
institution Universidad Externado de Colombia
collection DSpace
language Inglés (English)
topic Inglés - Enseñanza
Materiales de enseñanza
Conducta lectora
Materials development
Contextualised teaching materials
Reading
Inference
Content and Language Integrated Learning (CLIL)
spellingShingle Inglés - Enseñanza
Materiales de enseñanza
Conducta lectora
Materials development
Contextualised teaching materials
Reading
Inference
Content and Language Integrated Learning (CLIL)
Fernández Legro, Hernán
Contextualised materials for developing inference through CLIL among university students
description This qualitative action research, conducted by an English teacher at a private university, shows the appropriateness and usefulness that contextualised teaching materials, framed within the Content Language Integrated Learning (CLIL) approach, had on students’ reading with an emphasis on inference, as a micro-skill. This study was done with undergraduate students from private University, in the city of Bogotá, Colombia. It followed the qualitative approach and data gathered was done by means of an entry survey, students’ artifacts, teacher’s field notes, and an exit survey. The results showed the connection between the design and implementation of contextualised materials and students’ enhancement of their reading competency, particularly their inference micro- skill. The materials developed informed by CLIL met students’ and teachers’ needs, raised local awareness, and fostered reading comprehension through inferences. Besides, reading beyond words relied on students’ background knowledge and the connection between culture and cognition as initial processes to build inference. Finally, this research suggested a further exploration of the role played by the teacher researcher in creating contextualised materials for the EFL classroom, which allowed the teacher to ponder their pedagogical context, learn the theoretical and practical insights of developing materials, gain awareness of the need to include students’ local cultural context as the proposed readings, and foster students’ inferential instead of literal reading, an aspect hardly ever considered in standardised commercial EFL materials.
author2 Núñez Pardo, Astrid
author_facet Núñez Pardo, Astrid
Fernández Legro, Hernán
format Capítulo de libro (Book Chapter)
author Fernández Legro, Hernán
author_sort Fernández Legro, Hernán
title Contextualised materials for developing inference through CLIL among university students
title_short Contextualised materials for developing inference through CLIL among university students
title_full Contextualised materials for developing inference through CLIL among university students
title_fullStr Contextualised materials for developing inference through CLIL among university students
title_full_unstemmed Contextualised materials for developing inference through CLIL among university students
title_sort contextualised materials for developing inference through clil among university students
publisher Universidad Externado de Colombia
publishDate 2022
_version_ 1741870261253177344
spelling ir-001-52272022-07-02T03:00:45Z Contextualised materials for developing inference through CLIL among university students Fernández Legro, Hernán Núñez Pardo, Astrid Téllez Téllez, María Fernanda Inglés - Enseñanza Materiales de enseñanza Conducta lectora Materials development Contextualised teaching materials Reading Inference Content and Language Integrated Learning (CLIL) This qualitative action research, conducted by an English teacher at a private university, shows the appropriateness and usefulness that contextualised teaching materials, framed within the Content Language Integrated Learning (CLIL) approach, had on students’ reading with an emphasis on inference, as a micro-skill. This study was done with undergraduate students from private University, in the city of Bogotá, Colombia. It followed the qualitative approach and data gathered was done by means of an entry survey, students’ artifacts, teacher’s field notes, and an exit survey. The results showed the connection between the design and implementation of contextualised materials and students’ enhancement of their reading competency, particularly their inference micro- skill. The materials developed informed by CLIL met students’ and teachers’ needs, raised local awareness, and fostered reading comprehension through inferences. Besides, reading beyond words relied on students’ background knowledge and the connection between culture and cognition as initial processes to build inference. Finally, this research suggested a further exploration of the role played by the teacher researcher in creating contextualised materials for the EFL classroom, which allowed the teacher to ponder their pedagogical context, learn the theoretical and practical insights of developing materials, gain awareness of the need to include students’ local cultural context as the proposed readings, and foster students’ inferential instead of literal reading, an aspect hardly ever considered in standardised commercial EFL materials. Esta investigación acción cualitativa, realizada por un docente de inglés en una universidad privada, muestra la pertinencia y utilidad de los materiales de enseñanza de inglés contextualizados y enmarcados en el enfoque Aprendizaje Integrado de Contenido y Lenguaje (AICL) en el desarrollo de las habilidades lectoras de los estudiantes, haciendo énfasis en la micro habilidad inferencial. Este estudio se realizó con estudiantes de pregrado de la Universidad privada, en la ciudad de Bogotá, Colombia. El estudio se enmarcó en el enfoque cualitativo. El proceso de recopilación de datos se realizó mediante las aplicaciones de dos encuestas, una de entrada y otra de salida, artefactos de los estudiantes, notas de campo y una encuesta de salida. Los resultados muestran la conexión entre el diseño y la implementación de materiales contextualizados y la mejora de los estudiantes en términos de lectura, principalmente en su habilidad de inferencia. Los materiales desarrollados bajo el enfoque de enseñanza AICL respondieron a las necesidades de los estudiantes y del docente, aumentaron la sensibilidad hacia lo local y promovieron la compresión lectora a través de la inferencia. Además, la lectura subtextual dependió del conocimiento previo de los estudiantes y de la conexión que estos realizaban entre la cultura y la cognición como procesos iniciales para la realización de inferencias. Esta investigación sugiere una mayor exploración del papel desempeñado por el docente investigador en la creación de materiales contextualizados para el aula de ILE, puesto que le permitió crecer mediante el conocimiento de los fundamentos teóricos y prácticos de la actividad académica del desarrollo de materiales, fortaleció la consciencia sobre la necesidad de incluir el contexto cultural local de los estudiantes en las lecturas propuestas y promovió la lectura inferencial para superar la lectura literal. 2022-07-01T14:35:52Z 2022-07-01T14:35:52Z 2021 Capítulo - Parte de Libro http://purl.org/coar/resource_type/c_3248 http://purl.org/coar/version/c_dc82b40f9837b551 Text info:eu-repo/semantics/bookPart info:eu-repo/semantics/updatedVersion 9789587906769 https://dspace7-uexternado.metabuscador.org/handle/001/5227 eng 388 60 333 Defying culture hegemony through teacher generated EFL materials info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf application/pdf application/pdf Universidad Externado de Colombia Bogotá
score 12,131701