Uma proposta de ensino baseado na abordagm CLIL : apropriações de uma professora/pesquisadora

• Ano de defesa: 2018
• Autor(a) principal: Negoceki, Edineia Braunn
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Pre-shool english teaching; Elaboration, adaptation and implementation of materials; Elaboração, adaptação e implementação de materiais; CLIL; Educação bilíngüe; Língua inglesa - Estudo e ensino - Crianças; Língua inglesa - Crianças - Metodologia; Língua inglesa - Ensino programado; Língua inglesa - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/10463

This study analyzes possibilities and limitations of the Content and Language Integrated Learning approach or CLIL in the abbreviation in English and henceforth, in the teaching of English as a foreign language in Early Childhood Education. The research questions that guides the study are ‘“what are possibilities and limitations of using the CLIL approach in early childhood education and what are appropriations of a teacher/researcher in this approach to select, elaborate, adapt, implement and evaluate activities based on the CLIL approach’. The research methodology is an action research and the study was carried out in a regular non-bilingual school with 5 and 6 year-old children speakers of Portuguese as their mother tongue (L1), in 3 classes of the last year of Early Childhood Education, totalizing 54 participants. 10 lesson plans based on the CLIL approach were developed to teach Mathematics, Language Arts and Science taught in English as a foreign language (L2). The theoretical framework that underlies the research was based on the socio interactionist theory of Vigotsty (1934), with focus on the concept of the Zone of Proximal Development (ZPD) proposed by him. The collected data includes notes from the teacher/researcher's diary and the lesson plans produced and adapted by her. Data analysis shows that it is possible to use the CLIL approach in Early Childhood Education through teacher mediation, with the help of concrete materials that relate to students’ prior knowledge. The study concludes that there are possibilities of using the CLIL approach in Early Childhood Education provided that the limitations related to teacher training and production of materials for this approach are overcome.