Clil State Of The Art: Clil Implementation (Including Educator / Learner Attitudes Towards Clil) In Latin American Educational Institutions

ACILE Estado de Arte: Implementación de ACILE (incluyendo las actitudes hacia ACILE de los educadores/aprendices) en instituciones educativas en Latín América Ha habido un crecimiento en el número de estudios sobre los resultados de los programas AICLE en las escuelas primarias y secundarias, aunque todavía se necesita más investigación en la educación superior (Järvinen, 2008). Por lo tanto, los principales objetivos para el proyecto propuesto serían capturar información sobre AICLE/CLIL en las instituciones de los investigadores que participan como el primer paso en la formación de una base de datos para establecer un Estado del Arte de AICLE en América Latina, que sería de inmediato valor y aplicabilidad para los educadores, investigadores y responsables de la formulación de políticas y, simultáneamente, para colocar la investigación latinoamericana en AICLE dentro de un contexto global más amplio. Del mismo modo, la cuestión esencial para el proyecto de investigación sería: ¿Cuál es el estado actual del arte de la implementación de AICLE (incluyendo las actitudes hacia AICLE de los educadores/aprendices) en las instituciones educativas de América Latina?El proyecto propuesto utilizaría una metodología de investigación basada en encuestas inspirada en la utilizada para preparar 2006 informe AICLE/CLIL por Eurydice (European Union´s research bureau), que presenta los resultados de una encuesta diseñada específicamente para proporcionar "una primera visión ‘Europea’ en el aprendizaje integrado de contenidos y lenguas extranjeras ... un medio para evaluar los intentos de todos los niveles de promover nuevas metodologías en el aprendizaje de idiomas" ( p . 3 ) . En consecuencia, este modelo ofrecería directrices valiosas para el proyecto propuesto, que sería proporcionar una "primera percepción colombiana y/o latinoamericana", además de datos completos/comparativos, sobre AICLE.

Kees de Bot in (Marsh, 2002) stated that Content and Language Integrated Learning (CLIL) is a part of school approach geared towards the internationalization of the students, where they are likely to end up in international settings, so the relevance of the need for high levels of proficiency are obvious from a career perspective. The positioning of CLIL in a wider context according to Takala states that the scope and its costs of the activity means that language and planning and language-in-education planning have become important areas of human resources planning (eg. Kaplan & Baldauf 1997; Takala & Sajavarra 2000; Piri 2001). Moreover, it can be said that there is a need for systematic planning and evaluation so that a system for language teaching and learning can be developed. However in order for this to take place, there needs to be a general inventory of how CLIL is being implemented in educational institutions throughout Colombia and Latin America. An inventory of this kind will give way to public discussion; the creation of policies and specific documents at the educational system level as well as the development of specific curriculum on how content and language teaching/learning should be integrated at a strategic level (language educators, teacher educators, etc.). The wide recognition afforded to CLIL is due to the fact that providing curriculum content in a second or foreign language can lead to both increased subject knowledge and enhanced L2 proficiency (Cummins, 1984; Genesee, 1987; Brinton and Snow, 1990; Met, 1994; Swain, 1996; Baker, 2001; Marsh, Maljers and Hartiala, 2001; Coonan, 2002; Wilkinson, 2004; Coyle, 2005; Ricci Garotti, 2006; Stohler, 2006; Dalton-Puffer, 2007). There has been a growth in the number of studies on the outcomes of CLIL programs in primary and secondary schools, though more research is still needed at the tertiary level (Järvinen, 2008). Thus, the main objectives for the proposed project would be to begin capturing information on CLIL at the participating researchers’ institutions as the first step in the formation of a database in establishing a State of the Art of CLIL in Latin America that would be of immediate value and applicability for educators, researchers and policy-makers and, simultaneously, to place Latin American research on CLIL within a broader global context. Similarly, the essential research question for the proposed project would be: What is the current state of art of CLIL implementation (including educator/learner attitudes towards CLIL) in Latin American educational institutions? The proposed project would utilize a survey-based research methodology modeled on that used to prepare 2006 CLIL report by Eurydice (the European Union’s research bureau), which presents the results of a survey specifically designed to provide “a first ‘European’ insight into content and language integrated learning … a means of assessing attempts at all levels to promote new methodologies in language learning” (p. 3). Accordingly, this model would offer valuable guidelines for the proposed project, which would similarly provide a “first Colombian and/or Latin American” insight into, and comprehensive/comparative data about, CLIL.

Colombia, Latín América CLIL; AICLE, contenido y lenguaje, educación bilingüe, Estado de arte, encuestas, etnografía, practica, creencias de docentes.