| dc.description.abstract | As the technology develops, the world is becoming more and more interconnected.
With this interconnection, communication needs are also changing, with an
emphasis being placed on the development of bilingual or multilingual abilities
worldwide. In the Americas (North, Central, and South), the emphasis is placed
more on two specific languages, English and Spanish, which are the two most
prominent languages in the western hemisphere. In order to embrace and adapt to
this shift, and to prepare future generations for these communication needs, the
methodologies of teaching must be adapted as well. This means we must leave
traditional methods of teaching and move into more modern methods of teaching,
such as CLIL and PBL, which are the main focuses of this dissertation.
That is why this paper outlines a proposed intervention that is designed to meet the
demands of this changing teaching landscape. The intervention targets a preschool
classroom where the students engage in a meaningful project with the aim of
improving bilingual language abilities while simultaneously learning new content.
The proposal, created with a practical point of view, outlines 8 specific sessions to be
done sequentially. Together they combine to wholly expand students’ different areas
of development.
Furthermore, it is the compatibility and combination of both CLIL and PBL that
drives the proposed intervention. Combining the vital components of CLIL (such as
the 4Cs Framework with the scaffolding guidance of a meaningful project) and PBL
is what forges the difference from traditional teaching techniques that involve less
critical thinking. Proposals like this are designed to be a starting point for a new
roadmap in the long-term acquisition of bilingual education.
Finally, we consider that this intervention proposal could be applied in early primary
grades (kindergarten, first grade) around other topics present in their curriculum. | |
