{"id":5458,"date":"2020-11-16T12:26:27","date_gmt":"2020-11-16T11:26:27","guid":{"rendered":"http:\/\/insquercus.cat\/?page_id=5458"},"modified":"2020-11-16T12:26:27","modified_gmt":"2020-11-16T11:26:27","slug":"gep","status":"publish","type":"page","link":"https:\/\/agora.xtec.cat\/insquercus\/gep\/","title":{"rendered":"GIP"},"content":{"rendered":"

\"\"<\/p>\n

Sobre el nostre\u00a0Grup Experimental Pluriling\u00fce<\/i>\u00a0(GEP), ara\u00a0Impulsor<\/i>\u00a0(GIP):<\/p>\n

L’enfocament d’Aprenentatge Integrat de Continguts i Lleng\u00fces Estrangeres – abreviat com\u00a0AICLE\u00a0o\u00a0CLIL\u00a0(Content\u00a0and\u00a0Language\u00a0Integrated\u00a0Learning<\/i>) – sorgeix com a resposta a les demandes ling\u00fc\u00edstiques que un m\u00f3n globalitzat requereix i pret\u00e9n convertir els centres educatius en un ambient natural d’aprenentatge de les lleng\u00fces estrangeres.\u00a0Eurydice\u00a0(2006) defineix\u00a0CLIL\u00a0com un \u201cterme gen\u00e8ric per a descriure qualsevol disposici\u00f3 en qu\u00e8 una segona llengua s\u2019empra per a ensenyar certes mat\u00e8ries del curr\u00edculum, m\u00e9s que per fer lli\u00e7ons sobre el llenguatge en si mateix\u201d. D\u2019aquesta manera, m\u00e9s enll\u00e0 de presentar materials curriculars en llengua estrangera, l\u2019enfocament\u00a0AICLE\u00a0comporta un conjunt d\u2019implicacions de car\u00e0cter metodol\u00f2gic per tal d\u2019integrar objectius de contingut i ling\u00fc\u00edstics.<\/p>\n

El multiling\u00fcisme es troba en el centre de la constituci\u00f3 de la identitat ciutadana. La impartici\u00f3 d\u2019assignatures dels diferents nivells educatius en llengua estrangera va comen\u00e7ar a ser promocionada arran de la demanda de noves metodologies per l’aprenentatge de les lleng\u00fces que va formular el Pla D\u2019Acci\u00f3 2004-2006, instaurat per la Comissi\u00f3 Europea l’any 2003, en seguir les recomanacions de diferents entitats com el Consell d’Europa i el Consell d\u2019Educaci\u00f3 (Espinet, Gonz\u00e1lez,\u00a0et al<\/em>., 2015). Diversos estudis ressalten la validesa de l\u2019AICLE\u00a0per fomentar la cohesi\u00f3 social i promoure la col\u00b7laboraci\u00f3 entre l\u2019alumnat en tasques cooperatives (veure, per exemple,\u00a0Fuentes\u00a0& Hern\u00e1ndez, 2011;\u00a0Fuentes, 2013).<\/p>\n

Des del nostre centre, hem aplicat aquest enfocament principalment a les mat\u00e8ries d’Educaci\u00f3 F\u00edsica (1r d’ESO) i M\u00fasica (3r d’ESO), amb pres\u00e8ncia puntual tamb\u00e9 a altres mat\u00e8ries i cursos.<\/p>\n

Espinet, M., Gonz\u00e1lez, N., Junyent i Pubill, M., Masats, D., Moore, E., Vald\u00e9s, L., & Marb\u00e0, A. (2015). CLIL FAQs. Disponible a:\u00a0http:\/\/ddd.uab.cat\/record\/132052<\/a><\/span><\/p>\n

Eurydice (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels:Eurodyce European Unit. Disponible a:\u00a0http:\/\/eacea.ec.europa.eu\/ressources\/eurodyce\/pdf\/0 integral\/071EN.pdf<\/a><\/span><\/p>\n

Fuentes, M.A. & Hern\u00e1ndez. E. (2011). From \u201cThis is impossible\u201d to \u201cI will make the standard higher\u201d: A close look at interaction in the CLIL classroom. Bellaterra journal of teaching and learning language and literature. ISSN 2013-6196. Vol. 4 (2), pp. 17-36. Disponible a:\u00a0http:\/\/revistes.uab.cat\/jtl3\/article\/view\/374\/389<\/a><\/span><\/p>\n

Fuentes, M.A. (2013). What do students talk about? The relevance of content-focused and non-content-focused talk types within peer-interaction CLIL tasks. Revista de Lengua para Fines Espec\u00edficos. ISSN 1133-1127, 19, pp. 80-108. Disponible a:\u00a0http:\/\/www.webs.ulpgc.es\/lfe\/resources\/5whatdostudentstalkaboutRLFE19.pdf<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Sobre el nostre\u00a0Grup Experimental Pluriling\u00fce\u00a0(GEP), ara\u00a0Impulsor\u00a0(GIP): L’enfocament d’Aprenentatge Integrat de Continguts i Lleng\u00fces Estrangeres – abreviat com\u00a0AICLE\u00a0o\u00a0CLIL\u00a0(Content\u00a0and\u00a0Language\u00a0Integrated\u00a0Learning) – sorgeix com a resposta a les demandes ling\u00fc\u00edstiques que un m\u00f3n globalitzat requereix i pret\u00e9n convertir els centres educatius en un ambient natural d’aprenentatge de les lleng\u00fces estrangeres.\u00a0Eurydice\u00a0(2006) defineix\u00a0CLIL\u00a0com un \u201cterme gen\u00e8ric per a descriure qualsevol disposici\u00f3 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-5458","page","type-page","status-publish","hentry"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/agora.xtec.cat\/insquercus\/wp-json\/wp\/v2\/pages\/5458","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/agora.xtec.cat\/insquercus\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/agora.xtec.cat\/insquercus\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/agora.xtec.cat\/insquercus\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/agora.xtec.cat\/insquercus\/wp-json\/wp\/v2\/comments?post=5458"}],"version-history":[{"count":0,"href":"https:\/\/agora.xtec.cat\/insquercus\/wp-json\/wp\/v2\/pages\/5458\/revisions"}],"wp:attachment":[{"href":"https:\/\/agora.xtec.cat\/insquercus\/wp-json\/wp\/v2\/media?parent=5458"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}