التفاصيل البيبلوغرافية
| العنوان: |
Assessing academic language proficiency in CLIL primary education ; Evaluación de la competencia lingüística académica en la educación primaria con enfoque AICLE |
| المؤلفون: |
Córdoba Conde, Blanca, Pavón Vázquez, Carmen |
| بيانات النشر: |
Universidad de Córdoba |
| سنة النشر: |
2024 |
| المجموعة: |
Helvia - Repositorio Institucional de la Universidad de Córdoba |
| مصطلحات موضوعية: |
Academic language, Language assessment, Bilingual education, Genre-based pedagogy, Lenguaje académico, Evaluación del lenguaje, Educación bilingüe, Pedagogía de géneros textuales |
| الوصف: |
Premio extraordinario de Trabajo Fin de Máster curso 2022/2023. Máster Universitario en Estudios Ingleses Avanzados: Lingüística Cognitiva, Literatura y Educación Bilingüe ; In content and language integrated learning contexts, it is accepted that quality education is determined by an explicit focus on the language necessary for the meaning-making of disciplinary content. Therefore, there is a growing interest on providing insight into students’ academic linguistic resources and how these influence their acquisition and verbalisation of conceptual knowledge. The examination of this process will allow for practitioners to be informed about language teaching and assessment needs in bilingual education. Thus, the main goal of this research was to assess learners’ academic linguistic performance through their command of cognitive-discourse functions and features of genres. The specific objectives were to analyse the linguistic elements students presented when engaging in learning and to determine whether there were significant differences in the genres and skills observed. To this end, two specific tests were designed on oral and written production and reception, plus a focus-on-form activity, which dealt with four academic genres (description, explanation, narration and argumentation) in relation to topics from two primary education subjects. Results showed that narration and argumentation were the most challenging genres for students and that their writing skill was insufficiently developed. The main conclusions were that their academic language proficiency could be improved, and that the gap between oral and written competence should be addressed. ; En contextos de aprendizaje integrado de contenidos y lenguas extranjeras, se acepta que una enseñanza bilingüe de calidad depende de la atención explícita que se preste al lenguaje académico necesario para la construcción del significado de los distintos contenidos disciplinares. Por tanto, existe un creciente interés en conocer los recursos lingüísticos académicos ... |
| نوع الوثيقة: |
master thesis |
| وصف الملف: |
application/pdf |
| اللغة: |
English |
| Relation: |
http://hdl.handle.net/10396/27565 |
| الاتاحة: |
http://hdl.handle.net/10396/27565 |
| Rights: |
https://creativecommons.org/licenses/by-nc-nd/4.0/ ; info:eu-repo/semantics/openAccess |
| رقم الانضمام: |
edsbas.E593D15B |
| قاعدة البيانات: |
BASE |