Factores psicopedagógicos que afectan a la adquisición de la comprensión oral de la L2 en diversos contextos españoles bilingües y no bilingües: influencia de las inteligencias múltiples

Cristina Morilla García; Víctor Pavón Vázquez

doi:10.18172/jes.3550

Autores/as

Cristina Morilla García University of Córdoba. http://orcid.org/0000-0001-9502-1514
Víctor Pavón Vázquez

DOI:

https://doi.org/10.18172/jes.3550

Palabras clave:

AMCO, CLIL, competencia auditiva de la L2, estrategias de inteligencia múltiple, motivación

Resumen

La investigación sobre la mente, el cerebro y la educación ha arrojado luz sobre el proceso de aprendizaje de un idioma extranjero en la educación bilingüe. El presente estudio intenta investigar la relación entre la habilidad auditiva L2 y las inteligencias múltiples en contextos bilingües y no bilingües. La investigación se realizó en el cuarto año de educación primaria. Involucró a dos escuelas en la provincia de Córdoba (Andalucía, España) y una escuela en la Comunidad de Madrid que implementaron diferentes programas educativos para la adquisición de habilidades auditivas: Advanced Methods Corporation (AMCO), que es un programa de educación bilingüe que integra las estrategias de inteligencias múltiples en el currículo, el aprendizaje integrado de contenido y lenguaje (AICLE) y el método tradicional de la enseñanza del inglés como lengua extranjera. Los resultados de esta investigación ecléctica indican que un programa de educación bilingüe que integra inteligencias múltiples beneficia la competencia auditiva de los estudiantes, promoviendo la motivación en el proceso de aprendizaje.

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Biografía del autor/a

Cristina Morilla García, University of Córdoba.

Department of English and German Philologies

Víctor Pavón Vázquez

Department of English and German Philologies

Citas

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