English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The CLIL methodology has acquired a great impact upon non-university education. Its proliferation in the Canary Islands (Spain) has been considerable during this century by means of transitional programs that aims to introduce the simultaneous learning of language and contents. This study aimed to analyze how the different areas such as sources, strategies, parental and academic support, the motivation, etc. take part in the bilingual program and how they contribute to the learning process of students. Firstly, a theoretical approach will be developed taking into account issues such as the importance of getting to know the consequences caused by moving from one educational stage to a different one and the gradual introduction and development of the CLIL methodology in the Canary Islands. Afterwards, 50 students belonging to the first year of Secondary Education and inserted in the CLIL methodology have been selected. A questionnaire has been utilized as an evaluative instrument that goaled to detect those areas that require to be revised and improved in the bilingual program. The different areas created for result analysis are the following: use of materials and resources regarding CLIL methodology, utilization of the foreign language and mother language, use of other different methodologies within CLIL, evaluation, degree of motivation and reflection upon the experience. These results have demonstrated the need to combine the different elements that are applied in the academic activity in a bilingual environment. It has been also resulted the necessity to revise the selection of human resources and to generate more professional training regarding the utilization of CLIL methodology. Above all, the results have revealed the great relevance and necessity to make a gradual study of pupils who are starting Secondary Education because of the dual handicap they may suffer: change in the educative context and the learning through a foreign language.

La experiencia AICLE del alumnado de primero de educación secundaria desde una perspectiva transicional