Principios del diseño curricular AICLE

Rebeca Mesas Jiménez

doi:10.30972/clt.237530

Autores

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

DOI:

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

Palavras-chave:

enseñanza bilingüe, enfoque AICLE, planificación curricular, diseño de materiales, inclusión educativa, colaboración

Resumo

Desde la implantación del enfoque AICLE en el mundo de la enseñanza bilingüe, los docentes se vienen enfrentando a numerosos desafíos. La escasez de materiales que adopten un enfoque integrado de contenido y lengua y la falta de atención a la diversidad en el aula bilingüe a través del diseño curricular son dos de los retos que se analizan en este artículo. Como resultado, numerosos estudios han demostrado que el uso de materiales auténticos o adaptados no sólo favorece un aprendizaje más activo en contextos reales, sino que también posibilitan atender a las necesidades e intereses de los estudiantes, dando lugar a una enseñanza inclusiva. Además, la colaboración entre docentes AICLE se considera uno de los ingredientes principales para el éxito del enfoque.

Biografia do Autor

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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