AICLE y educación sexual integral: un caso de innovación desde Argentina ; CLIL and Comprehensive Sexual Education: A Case of Innovation From Argentina.

Literaturnachweis - Detailanzeige

Trefferliste

Autor/Urheber	Banegas, Darío Luis; Lauze, Cristina
Institution	Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
Titel	AICLE y educación sexual integral: un caso de innovación desde Argentina ; CLIL and Comprehensive Sexual Education: A Case of Innovation From Argentina.
Quelle	In: Ariyanto, S. (2018). A portrait of gender bias in the prescribed Indonesian ELT textbook for junior high school students. Sexuality and Culture, 22(4), 1054–1076. https://doi.org/10.1007/s12119-018-9512-8; Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford University Press.; Banegas, D. L. (2013). The integration of content and language as a driving force in the EFL lesson. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 82–97). Palgrave. https://doi.org/10.1057/9781137000873_5; Banegas, D. L., & López, M. F. (2019). Inclusive language in Spanish as interpellation to educational authorities. Applied Linguistics. https://doi.org/10.1093/applin/amz026; Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.; Díaz Pérez, W., Fields, D. L., & Marsh, D. (2018). Innovations and challenges: Conceptualizing CLIL practice. Theory Into Practice, 57(3), 177–184. https://doi.org/10.1080/00405841.2018.1484037; Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224. https://doi.org/10.1080/09571736.2014.889508; Evripidou, D. (2018a). Effects of heteronormativity on Cypriot EFL classroom participation: students' experiences. Gender and Education. https://doi.org/10.1080/09540253.2018.1533920; Evripidou, D. (2018b). The interrelationship among sexual identity, learning, and sexualisation: Primary EFL teachers' attitudes in Cyprus. TESOL Quarterly, 52(4), 1062–1072. https://doi.org/10.1002/tesq.433; Garzón-Díaz, E. (2018). From cultural awareness to scientific citizenship: Implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1456512; Genesee, F., & Hamayan, E. (2016). CLIL in context: Practical guidance for educators. Cambridge University Press.; Gogna, M., Jones, D., & Ibarlucía, I. (2013). The challenges of sexology in Argentina. International Journal of Sexual Health, 25(1), 13–26. https://doi.org/10.1080/19317611.2012.737447; Govender, N. N. (2019). Negotiating gender and sexual diversity in English language teaching: "Critical"-oriented educational materials designed by pre-service English teachers at a South African university. In M. López-Gopar (Ed.), International perspectives on critical pedagogies in ELT (pp. 125–149). Palgrave. https://doi.org/10.1007/978-3-319-95621-3_7; Gray, J. (2013). LGBT invisibility and heteronormativity in ELT materials. In J. Gray (Ed.), Critical perspectives on language teaching materials (pp. 40–62). Palgrave. https://doi.org/10.1057/9781137384263_3; Hanks, J. (2017). Exploratory practice in language teaching: Puzzling about principles and practices. Palgrave. https://doi.org/10.1057/978-1-137-45344-0; Ho, M.-B. (2017). Engaging sexual identities in tertiary English classrooms: a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum [Unpublished doctoral dissertation]. University of Hong Kong.; Lara Herrera, R. (2015). Mexican secondary school students' perception of learning the history of Mexico in English. Profile: Issues in Teachers' Professional Development, 17(1), 105–120. https://doi.org/10.15446/profile.v17n1.44739; Ley 26.150: Programa nacional de educación sexual integral [National comprehensive sexual education program], Congreso de la Nación Argentina (2006). https://bit.ly/33VyE4I; Mare, M. (2018). Sobre el cambio lingüístico [About linguistic change]. In M. Mare & M. F. Casares (Eds.), ¡A lingüistiquearla! (pp. 77–97). EDUCO.; Mojica, C. P., & Castañeda-Peña, H. (2017). A learning experience of the gender perspective in English teaching contexts. Profile: Issues in Teachers' Professional Development, 19(1), 139–153. https://doi.org/10.15446/profile.v19n1.56209; Moore, A. R. (2016). Inclusion and exclusion: A case study of an English class for LGBT learners. TESOL Quarterly, 50(1), 86–108. https://doi.org/10.1002/tesq.208; Morgade, G., & Alonso, G. (2008). Cuerpos y sexualidades en la escuela: de la normalidad a la disidencia [Bodies and sexualities at school: From normality to dissent]. Paidós.; Nelson, C. D. (1999). Sexual identities in ESL: Queer theory and classroom inquiry. TESOL Quarterly, 33(3), 371–391. https://doi.org/10.2307/3587670; Nelson, C. D. (2004). Beyond straight grammar: Using lesbian/gay themes to explore cultural meanings. In B. Norton & A. Pavlenko (Eds.), Gender and English language learners (pp. 15–28). Teachers of English to Speakers of Other Languages.; Nelson, C. D. (2006). Queer inquiry in language education. Journal of Language, Identity, and Education, 5(1), 1–9. https://doi.org/10.1207/s15327701jlie0501_1; Nelson, C. D. (2009). Sexual identities in English language education. Routledge. https://doi.org/10.4324/9780203891544; Nelson, C. D. (2010). A gay immigrant student's perspective: Unspeakable acts in the language class. TESOL Quarterly, 44(3), 411–464. https://www.jstor.org/stable/27896741; Nguyen, H., & Yang, L. (2015). A queer learner's identity positioning in second language classroom discourse. Classroom Discourse, 6(3), 221–241. https://doi.org/10.1080/19463014.2015.1093952; Norton, B., & Pavlenko, A. (2004). Addressing gender in the ESL/EFL classroom. TESOL Quarterly, 38(3), 504–514. https://doi.org/10.2307/3588351; Pakuła, Ł., Pawelczyk, J., & Sunderland, J. (2015). Gender and sexuality in English language education: Focus on Poland. British Council.; Pavlenko, A. (2004). Gender and sexuality in foreign and second language education: Critical and feminist approaches. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 53–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139524834.004; Pérez Cañado, M. L. (2018). The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction, 57, 18–33. https://doi.org/10.1016/j.learninstruc.2017.12.002; Pinner, R. S. (2013). Authenticity of purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138–159.; Porto, M. (2018). Intercultural citizenship in foreign language education: An opportunity to broaden CLIL's theoretical outlook and pedagogy. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1526886; Sauntson, H. (2018). Language, sexuality and inclusive pedagogy. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12239; UNESCO. (2018, February 15). Why comprehensive sexuality education is important. Retrieved from https://en.unesco.org/news/why-comprehensive-sexuality-education-important; Vargas Reyes, V. A., & Porras Hernández, A. A. (2015). CLIL to support sex education [Unpublished undergraduate monograph]. Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.; doi:10.15446/profile.v22n2.80528; Profile: Issues in Teachers´ Professional Development; Vol. 22, Núm. 2 (2020): Profile: Issues in Teachers' Professional Development, Vol. 22 No. 2 (July-December 2020); 199-209 ; PROFILE Issues in Teachers' Professional Development; 2256-5760 ; 1657-0790(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.15446/profile.v22n2.80528
Schlagwörter	secondary education; Argentina; authenticity; awareness; comprehensive sexual education; content and language integrated learning; English language teaching; educación secundaria; aprendizaje integrado de contenido y lengua extranjera; autenticidad; concientización; educación sexual integral; enseñanza del inglés
Abstract	Se cree que el análisis de cuestiones sociales aporta temas significativos a la enseñanza del inglés. En este artículo describimos una práctica innovadora que combinó el aprendizaje integrado de contenido y lengua extranjera con la educación sexual integral, en una escuela secundaria estatal en Argentina. Por ley, la educación sexual integral debe incorporarse a todo el currículo escolar, y el aprendizaje del inglés no queda exento. Por consiguiente, diseñamos e implementamos una innovación colaborativa para permitir que los estudiantes aprendieran inglés y educación sexual integral, a partir de materiales auténticos, objetivos y tareas. La innovación duró un mes e incluyó presentaciones grupales de los estudiantes sobre temas de la educación sexual integral. El artículo incluye reflexiones sobre los efectos de la innovación y los posibles caminos a futuro. ; Social issues are believed to enrich English language teaching with meaningful topics. In this article we describe and reflect on an innovative practice which combined content and language integrated learning with comprehensive sexual education at a state secondary school in Argentina. By law, comprehensive sexual education must be included across the Argentinian curriculum and English language learning cannot be the exception. Therefore, we designed and implemented a collaborative-driven innovation that allowed learners to learn English and comprehensive sexual education with a focus on authentic materials, purposes, and tasks. The innovation was developed over a month and it involved learners delivering presentations on comprehensive sexual education topics. Reflections on the effect of the innovation and possible future directions are included.
Erfasst von	BASE - Bielefeld Academic Search Engine