Principios del diseño curricular AICLE

Rebeca Mesas Jiménez

doi:10.30972/clt.237530

Authors

Rebeca Mesas Jiménez Universidad Rey Juan Carlos https://orcid.org/0009-0008-3957-426X

DOI:

https://doi.org/10.30972/clt.237530

Keywords:

bilingual teaching, CLIL approach, curricular planning, materials design, inclusive education, collaboration

Abstract

Since the implementation of the CLIL approach in the world of bilingual education, teachers have been facing many challenges. The scarcity of materials that adopt a content and language integrated approach and catering for diversity in the bilingual classroom through curriculum design are two of the challenges discussed in this article. As a result, numerous studies have shown that the use of authentic or adapted materials not only promotes more active learning in real-life contexts, but also makes it possible to cater for the needs and interests of learners, leading to inclusive teaching. Moreover, collaboration between CLIL teachers is seen as one of the main ingredients for the success of the approach.

Author Biography

Rebeca Mesas Jiménez, Universidad Rey Juan Carlos

Rebeca Mesas Jiménez es Licenciada en Traducción e Interpretación por la Universidad Pontificia Comillas y en Magisterio por el Centro Universitario de Educación. Cuenta con un Máster Universitario en Enseñanza del Español como Lengua Extranjera por la Universidad Complutense de Madrid (UCM) y otro Máster en las tecnologías de la información y la comunicación en la enseñanza y el tratamiento de las lenguas por la Universidad Nacional de Educación a Distancia (UNED). Enseña didáctica del inglés como lengua extranjera en la Universidad Rey Juan Carlos (URJC). Ha sido maestra de Primaria y ahora docente en Educación superior. Actualmente, entre sus líneas de investigación se encuentran la aplicación del enfoque AICLE, el uso de metodologías activas, la implantación del Diseño Universal para el Aprendizaje con el fin de promover la inclusión educativa en el marco de la enseñanza bilingüe.

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