On the movemusic and English together lead to effective CLIL

  1. Isabel de la Cruz Cabanillas 1
  2. Carlotta San Emeterio Bedia 2
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 C.E.I.P. Fernando de los Ríos
Zeitschrift:
Encuentro: revista de investigación e innovación en la clase de idiomas

ISSN: 1989-0796

Datum der Publikation: 2022

Nummer: 30

Seiten: 103-125

Art: Artikel

DIALNET GOOGLE SCHOLAR lock_opene_Buah editor

Andere Publikationen in: Encuentro: revista de investigación e innovación en la clase de idiomas

Zusammenfassung

The present article reports on a study carried out with Primary Education students over a period of two consecutive years at a Bilingual state school in the Madrid Autonomous Community with a brief extension study in the third year. Our hypothesis was that the introduction of music in a CLIL context, where English was used, would enhance students’ motivation and performance. The project design and its implementation included the composition of musical material with lyrics related to Natural and Social Sciences in English, the use of different research techniques and the measure of the results with several assessment instruments. The findings clearly validate the hypothesis, since learners not only improved their marks in the subjects taught in English, but their perceptions towards the teaching areas also got better as a consequence of the introduction of real songs especially composed to help learning the contents that were introduced on a regular basis during the intervention period.

Bibliographische Referenzen

  • Anderson, S., Henke, J., McLaughlin, M., Ripp, M., & Tuffs, P. (2000). Using background music to enhance memory and improve learning. ERIC Document Reproduction Service No. ED437663.
  • Anghel, B., Cabrales, A., & Carro, J. M. (2016). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 1202–1223.
  • Cancelas Ouviña, L. P., & Cancelas Ouviña, M. A. (2009). AICLE: estableciendo las bases para trabajar la música en L2. Revista TAVIRA, 25, 137-159.
  • Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
  • Dafouz, E., & Guerrini, M. C. (2009). CLIL across educational levels. Madrid: Santillana/Richmond.
  • Dale, L., & Tanner, R. (2012). CLIL activities: A resource for subject and language teachers. Cambridge: Cambridge University Press.
  • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
  • Halbach, A. (2010). From the classroom to university and back: Teacher training for CLIL in Spain at the University of Alcalá. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.) CLIL in Spain. Implementation, results and teacher training (pp. 243-256). Newcastle upon Tyne: Cambridge Scholars.
  • Hughes, S. P, & Madrid, D. (2019). The effects of CLIL on content knowledge in monolingual contexts. The Language Learning Journal, 48(1), 48-59.
  • Jiménez Catalán, R. M. & Ruiz de Zarobe, Y. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL instruction. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.) Content and language integrated learning. Evidence from research in Europe (pp. 81–92). Bristol / Buffalo / Toronto: Multilingual Matters.
  • Koesch, S. (2005). Neural substrates of processing syntax and semantics in music. Current Opinion in Neurobiology, 15, 207-212.
  • Lasagabaster D. & Y. Ruiz de Zarobe (Eds.) (2010). CLIL in Spain. Implementation, Results and Teacher Training. (pp. 243-256). Newcastle upon Tyne: Cambridge Scholars.
  • Lasagabaster, D. (2014). Content versus language teacher: How are CLIL students affected? In R. Breeze, Llamas Saíz, C., Martínez Pasamar, C. & C. Tabernero Sala (Eds.) Integration of theory and practice in CLIL (pp. 123-141). Amsterdam/New York: Rodopi.
  • LOMCE. Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa (Organic law 8/2013, 9th of December).
  • Lyster, R., & Ruiz de Zarobe, Y. (2018). Introduction: Instructional practices and teacher development in CLIL and immersion school settings. International Journal of Bilingual Education and Bilingualism, 21(3), 273-274. https://doi.org/10.1080/13670050.2017.1383353.
  • Mizener, C. P. (2008) Enhancing language skills Through Music. General Music Today, 21(2), 11-17.
  • Nieto Moreno de Diezmas, E. (2016). The impact of CLIL on the acquisition of L2 competences and skills in Primary Education. International Journal of English Studies, 16(2), 81-101.
  • Pavón Vázquez, V. (2018). Learning outcomes in CLIL programmes: A comparison of results between urban and rural environments. Porta Linguarum, 29, 9-28. http://www.ugr.es/local/portalin.
  • Pérez Cañado, M. L. (2011). The effects of CLIL within the APPP: Lessons learned and ways forward. In R. Crespo, & M. García de Sola (Eds.) Studies in honour of Ángeles Linde López (pp. 13–30). Granada: Universidad de Granada. http://www.ugr.es/local/portalin
  • Pérez Cañado, M. L. (2015). In D. Marsh, M. L. Pérez Cañado & J. Ráez Padilla (Eds.) CLIL in action. Voices from the classroom (pp. 165-187). Newcastle upon Tyne: Cambridge Scholars.
  • 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.
  • Rodríguez Merayo, M. B., & Cebrián Bernat, G. (2017). Propuesta de integración de AICOLE mediante TIC en el aula de música bilingüe de Educación Secundaria. Encuentro, 26, 69-82.
  • San Emeterio Bedia, C., & De la Cruz Cabanillas, I. (2013). Content and language integrated language through music and ICT: Saving the gap. Encuentro, 22, 116-127.
  • Torras Vila, B. (2021). Music as a tool for Foreign Language Learning in Early Childhood Education and Primary Education. Proposing innovative CLIL Music teaching approaches. CLIL Journal of Innovation and Research in Plurilingual Education, 4(1), 35–47.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Willis, J. (2013). English through music: Designing CLIL materials for young learners. Padres y maestros, 349, 29-32.
Fuente de los datos: Dialnet