| dc.description.abstract | In this master’s dissertation we study the main characteristics of CLIL, not only as a
good approach to teach content through a foreign language in an integrated way, but
also as a respectful and holistic way to enhance global citizenship spirit and provide
the appropriate tools to function effectively in today’s World.
We also review some literature to find out what Emotional Education is, the
importance to introduce it in the mainstream education implicitly, and the relevance
of teacher’s training to participate in this matter. Then, we research slightly about
some forms of Emotional Education implementation with some examples and two
real cases: United Kingdom and Canarias (Spain). And finally, we found evidences
about the positive influence that affect has in foreign language acquisition.
According to the findings in the theoretical framework, the implementation of
Emotional Education schools supposes, not only the enhancement of emotions in
order to improve students’ wellbeing and learning, but also, and more importantly, a
crucial tool to construct citizenship identity among them.
In order to link both fields, we finish this study with the design of an intervention
proposal based on the development of a CLIL unit for Primary 4, about plants. For
this object, we integrate the main aspects of CLIL approach from the 4Cs point of
view (content, cognition, communication and culture) applying some aspects of
Emotional Education. In order to evaluate the proposal we incorporate a rubric to
assess both, the student’s outcomes and the teacher work.
As we could not implement the intervention in a real context, we are not able to
measure its effectiveness. Nevertheless, our belief is that we have taken a step
forward by doing this attempt of integrating emotions with CLIL | |
