<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000100124</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i22.864</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La experiencia AICLE del alumnado de primero de educación secundaria desde una perspectiva transicional]]></article-title>
<article-title xml:lang="en"><![CDATA[The CLIL experience of students belonging to the First Year of Secondary Education from a transitional perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[A experiência CLIL dos alunos do primeiro ano do ensino secundário de uma perspectiva de transição]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Luis]]></surname>
<given-names><![CDATA[Natacha Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000100124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La metodología Aprendizaje Integrado de Contenidos en Lenguas Extranjeras (AICLE) ha adquirido gran relevancia en la educación no universitaria y su propagación en la región canaria (España) ha sido considerable durante este siglo a través de diversos programas de adaptación de enseñanza de lengua y contenidos que se ofrecen de forma simultánea. Por tal motivo, el objetivo de la presente investigación fue conocer la percepción de 50 alumnos del primer año de educación secundaria obligatoria de una institución localizada en el área metropolitana de la isla de Tenerife (España) en torno al uso de la metodología AICLE como estrategia educativa para favorecer la competencia comunicativa en lengua extranjera. Para ello, se elaboró una encuesta de naturaleza cuantitativa y cualitativa conformada por 15 ítems. Los resultados demuestran la necesidad de fortalecer ciertas dimensiones de la metodología AICLE relacionadas con el grado motivacional, la figura del auxiliar de conversación y la implementación de estrategias y recursos de apoyo, elementos esenciales para impulsar la formación en una lengua extranjera. Por ello, se puede recomendar un mayor seguimiento del alumnado que se encuentra en ese periodo de transición educativa, ya que pueden verse afectados tanto por el cambio del contexto educativo como por el aprendizaje mediante una lengua extranjera.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A metodologia de Aprendizagem Integrada de Conteúdos em Línguas Estrangeiras (CLIL) adquiriu grande relevância no ensino não universitário e a sua difusão na região das Canárias (Espanha) foi considerável durante este século através de vários programas de adaptação de ensino de línguas e conteúdos oferecidos em simultâneo. Por este motivo, o objetivo desta pesquisa foi conhecer a percepção de 50 alunos do primeiro ano do ensino médio obrigatório de uma instituição localizada na área metropolitana da ilha de Tenerife (Espanha) sobre a utilização da metodologia CLIL como estratégia educacional para promover a competência comunicativa em língua estrangeira. Para tanto, foi elaborada uma pesquisa quantitativa e qualitativa, composta por 15 itens. Os resultados demonstram a necessidade de reforçar certas dimensões da metodologia CLIL relacionadas com o grau motivacional, a figura do assistente de conversação e a implementação de estratégias e recursos de apoio, elementos essenciais para promover a formação em língua estrangeira. Por esse motivo, um maior acompanhamento dos alunos que se encontram nesse período de transição educacional pode ser recomendado, uma vez que eles podem ser afetados tanto pela mudança no contexto educacional quanto pelo aprendizado de uma língua estrangeira.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[dificultad en el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación bilingüe]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[transición educativa]]></kwd>
<kwd lng="en"><![CDATA[foreign language teaching]]></kwd>
<kwd lng="en"><![CDATA[bilingual education]]></kwd>
<kwd lng="en"><![CDATA[educational transition]]></kwd>
<kwd lng="en"><![CDATA[learning difficulties]]></kwd>
<kwd lng="pt"><![CDATA[dificuldades de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação bilíngue]]></kwd>
<kwd lng="pt"><![CDATA[ensino de línguas]]></kwd>
<kwd lng="pt"><![CDATA[transição educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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