Teaching critical literacy in the classroomA comparison of CLIL and EFL across contexts

  1. Yolanda Ruiz de Zarobe 1
  2. Alba Gutiérrez 2
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Fundación Universitaria Iberoamericana
Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Año de publicación: 2024

Número: 21

Páginas: 97-128

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: VIAL, Vigo international journal of applied linguistics

Resumen

La lectura crítica (Fairclough, 1989, 1995; Kress, 1985; Wallace, 2003) se considera uno de los instrumentos que proporciona los recursos necesarios para construir significado en el discurso. En este trabajo se presentan los resultados de un estudio cuasi-experimental con un diseño pre-test post-test con alumnado de 6º curso de educación primaria (10-11 años) matriculado en dos colegios de España, uno situado en el País Vasco (grupo AICLE) y otro en Cantabria (grupo EFL). En total se seleccionaron cuatro grupos: AICLE-experimental, AICLE-control, EFL-experimental y EFL-control. Los grupos experimentales recibieron instrucción en estrategias de lectura crítica durante siete semanas, mientras que los grupos de control continuaron con las clases regulares. Los resultados del ANCOVA unidireccional mostraron que los alumnos de los programas AICLE y EFL desarrollaron un mayor dominio de la lectura crítica tras el protocolo de enseñanza. Sin embargo, y contrariamente a nuestra hipótesis inicial, los alumnos experimentales del contexto EFL superaron a los alumnos del programa CLIL. La novedad del protocolo de sensibilización a la lectura crítica y la motivación tuvieron una mayor influencia en los alumnos de EFL, quienes, a diferencia de los alumnos de AICLE, no estaban tan familiarizados con el aprendizaje de estrategias. El nuevo procedimiento de formación les ayudó a fomentar las destrezas de lectura crítica de orden superior, sacando más partido de todo el protocolo de aprendizaje de estrategias.

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Fuente de los datos: Dialnet