Este artículo se centra en un importante aspecto de los programas de inmersión temprana al catalán: la cualidad de la aproximación pedagógica. Analizamos el efecto de dos aproximaciones pedagógicas diferentes sobre el aprendizajedel contenido y el uso del lenguajeen dos aulas de educación infantil (primer año delprograma). Las dos aproximaciones han sido definidas como “más centrada en el profesor” y “más centrada en el alumno”. Esta última proporciona un contexto más rico para el aprendizaje de contenidos y potencia el desarrollo de la segunda lengua. Nuestro trabajo examina implicaciones prácticas para la enseñanza de la L2 a través de contenidos dirigidos a alumnos de estas edades.
Get full access to this article
View all access options for this article.
References
1.
ArnauJ. (1994). Teacher-Pupil Communication when commencing Catalan Immersion Pograms. EnLaurénCh. (Ed.), Evaluating European Immersion Programs. From Catalonia to Finland (pp. 47–76). Proceedings of The University of Vaasa, 185.
2.
AranuJ.BelA. (1995). How Different Contexts Promote the Use of the Language in a Catalan Immersion Program: Instructional Implications. EnBussM.LaurénCh. (Eds.), Language Immersion: Teaching and Second Language Acquisition. From Canada to Europe (pp. 107–140). Proceedings of the University of Vaasa, 192.
3.
CathartR. (1986). Situational differences and the sampling of young children's school language. EnDayR. R. (Ed.), Talking to Learn. Conversation in Second Language Acquisition (pp. 118–142). Rowley: Newbury House.
4.
EllisR. (1992). Second Language Acquisition and Language Pedagogy.Clevedon: Multilingual Matters.
5.
EnrightD. S. (1986). Use everything you have to teach English: Provide useful input to young language learners. EnRiggP.EnrightD. S. (Eds.), Children and ESL: Integrating Perspective (pp. 115–162). Washington, D.C.: Abblex.
6.
GelmanR.GallistelC. R. (1978). The child's understanding of number.Cambridge, MA: Harvard University Press
7.
JohnsonD. M. (1994). Grouping strategies for second language learners. EnGeneseeF.HamayanE. V., Educating Second Language Children (pp. 183–211). Cambridge: Cambridge University Press.
8.
KrashenS. D. (1981). Bilingual Education and Second Language Acquisition Theory. En California Department of Education (Ed.), Schooling and Language Minority Students: A Theoretical Framework (pp. 51–77). Los Ángeles: Evaluation, Dissemination and Assessment Center.
9.
LaplanteB. (1993). Stratégies pédagogiques et enseignement des sciences en immersion française. The Canadian Modern Language Review, 49 (3), 567–588.
10.
MetM. (1997). Integrating language and content: issues to consider. EnPlanificación y organización d la escuela plurilingüe (pp. 27–39). Ikastaria, Cuadernos de Educación, 9.
11.
MollL. C. (1989). Teaching Second Language Students: A Vygotskian Perspective. EnJohnsonD. M.RoenD. H. (Eds.), Richness in Writing. Empowering ESL Students (pp. 55–69). London: Longman.
12.
PicaT.LongM. (1986). The linguistic and conversational performance of experienced and inexperienced teachers. EnDayR. R. (Ed.), Talking to Learn. Conversation in Second Language Acquisition (pp. 85–98). Rowley: Newbury House.
13.
SalomoneA. M. (1992). Immersion teacher's pedagogical beliefs and practices: Results of a decriptive analysis”. EnBernhardtA. E. B. (Ed.), Life in Language Immersion Classrooms (pp. 9–63). Clevedon: Multilingual Matters
14.
StevensF. (1976). Second Language Learning in an Activity-Centered Program. Tesis doctoral no publicada, Department of Educational Technology, Montreal.
15.
SwainM. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. EnGassS. M.MaddenC. G. (Eds.), Input in Second Language Acquisition (pp. 235–253). Rowley: Newbury House.
16.
SwainM. (1995). Three functions of output in second language learning. EnCookG.SeidholferB. (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125–144). Oxford: Oxford University Press.
17.
TardifC. (1994). Classroom Teacher Talk in Early Immersion. The Canadian Modern Language Review, 50 (3), 466–481.
18.
ToughJ. (1985). Talking to children using english as a second language in primary schools.London: Onyx Press.
19.
ZabaletaP. (1995). Enseñanza de la Segunda Lengua en el modlo de Inmersión.Madrid: Santillana/Zubia.
