The use of
illustrated stories as a proposal to improve multiple intelligences and
students’ learning approach based on CLIL<=
o:p>
El u=
so
de cuentos ilustrados como una propuesta para mejorar las inteligencias
múltiples y el enfoque de aprendizaje de los estudiantes basado en CLIL.
Gordillo Obregon,
Gilma., O=
bregon
Mayorga, Angel.
The purpose of this intervention proposal is to demonstrate that usi=
ng illustrated stories as educational material in the Primary Education cla=
ssroom using CLIL (Content and Language Integrated Learning) is a very appr=
opriate idea to learn the English language. This proposal will be analyzing the advantages of using this =
method based on multiple intelligences. Illustrated tales inside CLIL will =
help English teachers to create a perfect environment for the students to l=
earn a second language and at the same time to develop their critical think=
ing. A didactic storybook has been related for the students of the first ye=
ars of Primary Education, as this is a creative way to connect the students=
’ learning with their real life. This work will show important aspects such=
as positive and negative features that might occur in the learning of the =
English language. Multiple intelligences and the use of illustrated stories=
, which have been taken from the Ecuadorian culture, will promote enthusias=
m, leadership, motivation, and positivism in students. As a conclusion, it =
can be said that a creative didactic proposal will be presented and evaluat=
ed and will be a positive educational resource for students who are learnin=
g English as a second language in Ecuador and to improve the students’ lear=
ning approach based on CLIL.
key words: Illustrated tales, Content and Language Integrated Learn=
ing
(CLIL), multiple intelligences.
Resumen
El propósito de esta propuesta de intervención es demostrar que el =
uso
de cuentos ilustrados como material didáctico en el aula de educación prima=
ria
después de CLIL (Aprendizaje Integrado de Contenido y Lenguaje) es una idea=
muy
apropiada para aprender el idioma inglés. Esta propuesta analizará las vent=
ajas
de usar este método basado en inteligencias múltiples. Los cuentos ilustrad=
os
dentro de CLIL ayudarán a los maestros de inglés a crear un ambiente perfec=
to
para que los estudiantes aprendan un segundo idioma y al mismo tiempo
desarrollen su pensamiento crítico. Se ha creado un libro de cuentos didáct=
ico
para los estudiantes de los primeros años de educación primaria, ya que es =
una
forma creativa de conectar el aprendizaje de los estudiantes con su vida re=
al.
Este trabajo mostrará aspectos importantes como las características positiv=
as y
negativas que pueden ocurrir en el aprendizaje del idioma inglés. Las
inteligencias múltiples y el uso de historias ilustradas, que han sido toma=
das
de la cultura ecuatoriana, promoverán el entusiasmo, el liderazgo, la
motivación y el positivismo en los estudiantes. Como conclusión, se puede d=
ecir
que se presentará y evaluará una propuesta didáctica creativa y será un rec=
urso
educativo positivo para los estudiantes que están aprendiendo inglés como
segundo idioma en Ecuador y para mejorar el enfoque de aprendizaje de los
estudiantes basado en CLIL.
=
Palabras clave =
: Cuentos ilustra=
dos,
contenido y aprendizaje integrado del lenguaje (CLIL), inteligencias múltip=
les,
educación primaria.
Introduction
Today, the English language throughout the w=
orld has become a necessity and a great challenge in our globalized world, =
especially in the work environment. Without this language, communications a=
mong countries would be difficult, being a limitation for the development o=
f the people. The English language has gained space during these years, as =
well as within the Content and Language Integrated Learning (CLIL) curricul=
um for the Primary Education, which provides to the progress of the future =
professionals in the whole world. Its main objective is to train people hol=
istically, thus having a promising future. For this reason, teaching the En=
glish language has become the most important thing to do in order to create=
solid bases from the very first years of Primary Education in Ecuador.
Most students who speak Spanish have several=
disadvantages to learn English; the present study aims to figure out these=
limitations highlighting the use of illustrated stories in English as a so=
urce and didactic material within the CLIL classroom in Primary Education i=
n Ecuador. This proposal is very positive to achieve important learning of =
English as a second language and should be motivating for students. It is v=
aluable to note that most children like illustrated stories because it is p=
art of their daily lives.
The benefit of using illustrated stories wil=
l be highlighted by its efficiency, versatility in educational issues, esta=
blishing many communicative, creative and linguistic skills, thus increasin=
g student’s motivation.
The study is divided into 5 parts and structured as explained below. The fi=
rst section lists and describes the aims that are considered to obtain with=
the creation of illustrated stories proposal as a teaching didactic materi=
al used in a CLIL classroom, in one subject directed in English in the firs=
t period of Primary Education in Ecuador.
The second section resides of the Literature=
review, which is established on the emphasis of Multiple Intelligences (MI=
) and with CLIL’s educational, economic and communication world. Another critical aspect highlighted in the L=
iterature review is the matter that deals with the difficult situation faci=
ng Ecuador with the teaching of the English Language, the contrasting metho=
dological factors that had run the Ecuadorian country to work out bilingual=
projects in its persisting public and private education. After this, we ma=
y find the characteristics of the illustrated stories as a resource for bil=
ingual teaching and finally a consideration on the importance of the use of=
illustrated stories in the classroom and inside the curriculum of Primary =
Education in this country.
Some important aspects such as Self-esteem a=
nd self-concept are mentioned in the literature because this is an importan=
t affective factor that can affect the learning process of the students wit=
hin the classroom. William and Burden (1999) mentioned, "The conceptio=
n that students have of their own ability as students are based largely on =
the character of the interactions that occur in the classroom" (p.105)=
.
According to Garner and McIntyre (1993), Anx=
iety is another important aspect that affects when students are trying to c=
ommunicate in a foreign language. Anxiety is related to personality and to =
the classroom environment. Students with low anxiety will learn much better=
and will reach their purpose faster. Muñoz (2002) mentioned that "A p=
erson who is not afraid to do the ridiculous will risk using a word or expr=
ession that does not dominate or make mistakes completely" (p.29).
Justification of the problem
The increasing concern in=
bilingüal education in Ecuador has seen a big change =
during all these years, becoming monolingual schools into bilingual and add=
ing the English language as the principal or second principal language in m=
any educational centres. Nowadays, the interest in the theory of mult=
iple intelligences (MI) proposed by Howard Gardne=
r (1983) has also been increasing in a world where nowadays all societies n=
eed to know more languages in order to be more capable to be successful. In=
other countries, adequate knowledge of other languages, mainly English, is=
very important as part of education.
=
Today, the qu=
ality of English language education in Ecuador is improving in all its bili=
ngual education programs from initial programs to higher. In August 2011 ac=
cording to law 011-0074, all students must receive five hours of English a =
week and the language must be taught from the first years of study. The Ecu=
adorian state established the development of texts, curricula and new progr=
ams for the growth of the English language in the country (Ecuador, 2011)
Ecuador is a country where the CLIL sys=
tem has been applied in Primary Education since 2007, where a subject is ta=
ught through the English language changing from monolingual schools to bili=
ngual, replying slowly to the new requirements of the new world, giving gre=
at interest to the acquisition of the English language from primary educati=
on.
The origin an=
d the principal idea of this Proposal lie in the deficient of didactic reso=
urces that the Ecuadorian education has. No many resources are applied with=
in the CLIL class to develop multiple intelligences in all subjects. The ag=
ency in charge of education in Ecuador had designed grammatical books for a=
ll its English second language programs in the public Primary schools, but =
the resources are not enough to create new techniques to be applied in clas=
s for a specific subject in a bilingual education teaching. Thus, the propo=
sal to develop an illustrated story for teaching English as a second langua=
ge is an important idea to promote the real critical learning application o=
f the English language and the content in bilingual education in the Primar=
y Education in Ecuador. CLIL approach will focus on the development of a ne=
w illustrated story to create active and independent students who usually d=
o not acquire by memorization but by other imaginative ways based on the MI=
theory in a CLIL classroom.
A brief analysis of th=
e state of- the art
The Main=
approach to be organized in this dissertation focuses on such as Multiple =
Intelligences (MI). This theory states that intelligence is not an inborn a=
nd perpetual feature along with life. Important investigators of the period=
studied MI, such as Gardner (2006) who explained the intelligence accordin=
g to the context and as long as the context changes through life, the intel=
ligence varies too. These investigators evidenced 9 different kinds of inte=
lligence.
Another theory which is considered in this study is based on content an=
d language integrated learning (CLIL) approach to develop a new creative pr=
oposal as a didactic tool to put in action with students in class, to activ=
ate all multiple intelligences (MI) and performing them in order to apply a=
n authentic assessment in the Ecuadorian Primary Bilingual Education. CLIL =
is the educational method that involves teaching studies about a subject in=
a second language with its four components 4Cs (Content, communication, co=
gnition, and culture), designed to teach Science, Math, History, Music, or =
Arts with language and content. An=
additional element that has to be established is the motivation defined as=
one of the main elements in the process of learning. "The educational=
motivation, influenced by the main bilingual initiatives, as in Canada, wa=
s to get design and to adapt existing language teaching approaches to provi=
de an expansive range of students with higher levels of ability "(Marsh, Pavon, & Frigols, 2013).
Today the CLIL concept has been transferre=
d as a way to improve learning and access to many more languages also incor=
porate new practices within the curriculum as a single piece. CLIL has been=
gaining more people who use it in the world not only in European countries=
but also in Latin America. Nowadays, some countries need more teachers usi=
ng CLIL since it is observed that this method will be used in more countrie=
s around the world.
Loannou Sophie and <=
span
class=3DSpellE>Pavlou, P (2011) said, that the CLIL has three charac=
teristics “a) The learning of an additional language (AL) is integrated wit=
h the content topics, like science, history or geography. Students learn a =
language and through the content is provided to them. b) CLIL has its origi=
n in different sociolinguistic and political contexts and relates to any la=
nguage, age and level of education from early childhood, primary school, se=
condary education, and vocational training. In this sense, the CLIL re=
sponds to the proposal of the continuing education program for all citizens=
, where multilingualism and multiculturalism are believed to advertise unif=
ication, understanding and mobility among Europeans”.
Aims of the proposal
The main=
purpose of this Dissertation is to design an illustrated tale as an interv=
ention proposal to be offered to the CLIL students from the Primary Educati=
on in Ecuador as a learning strategy based on multiple intelligences theory=
(MI) related to a specific subject of CLIL. This proposal will provide a h=
ighly rewarding and motivating experience to the students in the process of=
their significant learning.
Specific Aims of the p=
roposal
In order=
to accomplish the principal aim of the investigation we need to:
· To explore the teaching-learning process through rea=
ding, storytelling and illustrated stories based on a practical and didacti=
c proposal developed for this Master’s Dissertation.
· To emphasize the importance of illustrated tales for teaching and learn=
ing process in Primary Education in general, as a didactic and motivating r=
esource in a CLIL class for gaining a second language.
· To identify the benefits that illustrated stories have for Ecuador, the=
process of teaching-learning and the teaching of the English language.
· To obtain conclusions and opinions on how to improve the teaching of a =
second language through the use of illustrated stories.
<=
span
lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;background:white;
mso-ansi-language:EN-US'>
Methodology
The methodology used for the elaboration of the illustrated stories as =
a didactic resource was based on the method of communicative teaching to im=
prove Multiple Intelligences and students' learning approach based on CLIL =
method. As a reference the illustrated tales were elaborated with a methodo=
logy in order that they have the contact with the teacher as a motivational=
pre-activity or aa a warm-up in class to activate the students' knowledge =
in the following way: (language input - structured input - communicative ou=
tput).
The class should include a speaking section in which the teacher needs =
to do a communicative activity like a brainstorming=
as an input at the beginning of the class. Both tales will work as input b=
efore the teaching content where the CLIL teacher has to be in control of t=
he activity. Finally, the production and creative activity come as an indiv=
idual or as teamwork based on the tale and the objectives of the content. <=
/span>The proposals we=
re elaborated to improve multiple intelligences and students' learning appr=
oach based on CLIL and to rescue ancestral histories of Ecuador which are a=
n important cultural part for the history of that country.
=
The stories were selected =
by
their functionality, and didactic flexibility in the classroom, due to their
cultural importance; Features that can capture the attention of all students
and disclose relevant information to be taught to future generations of Ecu=
adorian
students and activate their minds for a better creative and meaningful lear=
ning
in a CLIL class. That is how two stories were selected, elaborated and desi=
gned
in total to be illustrated for the Primary Education students of Ecuador. <=
/span>
When talking about their contents, it was necessary to
highlight the main ideas of each story and omit information not very releva=
nt
to short stories for Ecuadorian children of Primary Education. The first story with a total of 828 words provided by Annex 1, whose=
origin
comes from the Sierra region called "The story between Juan and the Taita Chimborazo", and the second from the Ecuad=
orian
East called "Jumandy the Amazonic
Warrior", with 798 words provided by Annex 2, both with a great litera=
ry
importance, and very rich in cultural identity and folklore.
Innovation in foreign language teaching began in the 19th century and b=
ecame very popular in the 20th century. It directed to a number of diverse =
methods, separately demanding to be the main development over the previous =
or contemporary methods of learning.
The first applied linguistic methods include some made by Jean Manes, &=
nbsp; (1803), Henry Sweet (1845), Otto Jespersen (1860), and Harold Palmer (1877), all of them are cited in the book “Approaches and Methods=
in Language Teaching” by Richards and Rodgers (2001). All the authors afte=
r them working on site the language teaching philosophies and approaches ba=
sed on linguistic and psychological theories and they left many of the spec=
ific practical details for others to invent.
There are many methodologies for the process of teaching a second langu=
age as well as methodologies that have been based on the use of the first l=
anguage and others in the foreign language in which some of them are based =
on the total non-use of the first language. and many other methodologies ha=
ve different educational contexts. An example of one of them is integrated =
content and language learning (CLIL), in which stud=
ents learn a subject using a foreign language. “CLIL refers to situations w=
here subjects, or parts of subjects, are taught through a foreign language =
with dual-focused aims, namely the learning of content, and the simult=
aneous learning of a foreign language” (Marsh, 2002, p11). Below is a list of some of the most representati=
ve methods:
· =
Reading Approach
· =
Audiolingual Method
· =
Grammar Translation Approach
· =
Direct Approach
·&nb=
sp;
Content and Language Integrated Approach (CLIL)
· =
Communicative Approach
·&nb=
sp;
Total Physical Response Approach (TPR)<=
/span>
Reading Approach
The acquisition of vocabulary in this method is much more important tha=
n the grammatical rules. This approach takes into account the translation o=
f the text in a necessary way and aspects such as pronunciation are not imp=
ortant. This methodolog=
y was built on the development of the reading skill and it is being addressed to university students.
Audiolingual Method
This method is born by the contrast of the reading method and has some =
aspects that are very similar to the Direct Approach, which will be develop=
ed below. The pronunciatio=
n is a very significant aspect which tries to come to seem as much as possi=
ble to the native accent. The skills are developed with an orderly process =
using continuous information of the repetition method to learn to speak a s=
econd language. This approach holds that vocabulary is learned with its use=
in the context of a specific word in a sentence to know its meaning in the=
following order:
· Listening skills
· Communicative skills
· Reading skills
· Writing skills
Grammar Translation Approach=
The use of this approach within the class is done through the use of th=
e first language in the process of teaching and communication of a second l=
anguage between the student and the teacher. It is considered one of the ol=
dest methods to learn a new language based on the primary study of a list o=
f vocabulary regardless of its meaning. Within this methodology, the gramma=
tical part of a text has a lot of value to analyze its rules. The content o=
f the text was not the main point of this teaching methodology. Thornbury (2010) stated that "Grammar Translation (GT) ha=
d become an antithesis of the good practice of teaching". It should be=
noted that other important skills of a language were not taken into accoun=
t as is the case of the pronunciation. The activities carried out were base=
d on the translation of the first language and the foreign language. It can=
be noted that this approach doesn’t allow the development of communication=
so important in any language.
Direct Approa=
ch
This methodology was built=
on
the narration of texts and on the conversation between the student and the
teacher inside of the classroom. It is important to mention that in this me=
thod
the culture of the language is an important factor and which is learned
implicitly. The teacher will always be in charge of taking the initiative a=
nd
all the activities carried out by the students will be followed by questions
also made by the teacher based on the topics that are being studied. This
approach is grounded in the greater use of the language that was wanted to
learn during the teaching process of a second language. The Direct approach=
was
invented as a contrast to the Grammar-Translation approach.
=
Content and Language Integrated Approac=
h (CLIL)
The Integrated Content and Language Approach (CLIL) is a teaching and l=
earning methodology in which the mother language and the second language st=
imulate the acquisition of content and language. This method attempts to ma=
nage the affective side of students by creating a safe learning environment=
where students help to establish rules in the class and are participants i=
n their learning, intending to make the learning visible so that the studen=
ts can experience and discuss the language as well as the focused learning =
contents in generating a great expectation in students and teachers.=
The high level of engagem=
ent for all students and the independence of language and cognition may be =
visible with CLIL to create the academic language visible reflected on the =
learning, to promote critical thinking and also taking the time for making =
learning meaningful. This method uses language and content scaffolding that=
is reflected in teaching. This approach intends to promote the learner’s a=
utonomy giving them choices to make and negotiating decisions about the lea=
rning process with students. CLIL uses cooperative learning to promote posi=
tive independence for real life, interaction, and teamwork. CLIL method is =
always connecting language speaking with culture (Gordillo, 2018).
Communicative Approach
The above- explains method CLIL is regarded as part of the communicativ=
e branch because its main objective is for students to learn a second langu=
age to the point where they are able to use it in a natural way. The commun=
icative method is based on their own experience to reach learning and that =
these experiences are important for their future lives.
Total Physical Response Approach (TPR)<=
/span>
This method was created by
James Asher and which was based on the learning of a sec=
ond
language through the physical response of orders made by teachers to studen=
ts
repeatedly. With this method, the students will develop their listening ski=
lls
much earlier than the communicative ones. Besides, there is no forced
desalination in oral communication, but it takes a while to achieve the com=
fort
of the student to start talking and communicating.
Being able to achieve a
successful teaching method is truly a challenge due to the different levels=
and
rhythms of student learning and the way teachers teach in the classroom.
Knowing the objectives of teaching and the teaching environment and to the
students are fundamental elements for the utilization of any of the importa=
nt
methods previously exposed.
=
Multiple Intelligences=
The model of multiple intelligences presented by Howard Gardner (1983),=
has transformed the mode how people comprehend all the intelligences in hu=
mans and experiments the clue of a sole IQ, where human beings have one dom=
inant processer inside the brain where brainpower is deposited. Howard Gard=
ner, firstly was the person who offered the model, saying that there are nu=
merous categories of intelligence in people, each one demonstrating diverse=
conducts of treating information. The kinds of bits of intelligence propos=
ed by Gardner are the following:
·
Verbal-linguistic intelligence is the ability to scrutinize material=
and
to produce work that encloses oral and written language, such as discourses,
books, and emails.
·
Logical-mathematical intelligence is the capacity to develop compari=
sons
and proofs, make calculations, and solve abstract problems.
·
Visual-spatial intelligence This intelligence permits people to
understand maps and other types of graphical information.
·
Musical intelligence enables people to produce and make meaning of
diverse kinds of sounds.
·
Naturalistic intelligence is the ability to identify and distinguish
between different kinds of plants, animals, and weather constructions locat=
ed
in the natural world.
·
Bodily kinesthetic intelligence needs to use the body itself to prod=
uce
products or solve problems.
·
Interpersonal intelligence Skill to identify and understand other
people's moods, personalities, wishes, motivations, and intentions.<=
span
lang=3DEN-US style=3D'font-size:12.0pt;mso-ansi-language:EN-US;mso-fareast-=
language:
ES-EC'>
·
Intrapersonal intelligence is the skill that recognizes and assesses
equal characteristics within themselves.
The illustra=
ted
stories used in English language learning.
According to Mourao<=
/span>
(2009), there are many authors who support the use of stories since they ar=
e a
source as a teaching method in learning the English language. Many linguist=
ic,
cognitive, socio affective and aesthetic aspects are linked to the use of
stories in the teaching of English as a second language. Many authors inclu=
de
drawings in their storytelling, as this is an effective way to attract
attention, especially from children. These stories develop creativity in all
students to promote critical thinking in the acquisition process in a second
language.
The human being is exposed to the narrati=
ve
in different subjects since birth, and when children are able to read, these
stories provide them with new vocabulary unconsciously. Thanks to the
creativity, motivation and empathy generated by stories in children, their
brains process information from a different perspective (Saxby, 2016).
Intervention Proposal
Contextualization of
illustrated tales
The
elaboration of these two tales for a CLIL class in a pedagogic had required=
a
big effort and two tales were chosen from some traditional narrations from
Ecuador. Figure 1 shows the first tale named as Jumand=
y
the Amazonic Warrior comes from the Highlands, =
while
Figure 2 the story between Juan and the Taita
Chimborazo from the Amazon region. The element to create the tales were the
methods to design them, the vocabulary according to the Primary educational
level and also their possible positive and negative impacts that they will =
have
in the Primary Education students.
Another
important point taken to the design of these tales was to encapsulate the m=
ain
students' likes and needs, the language, and the all the content and lastly,
also the importance to shown traditional not well-known tales from Ecuador (Gordillo, 2018)=
.
Figure
1. Jumandy
The Amazonic Warrior
Figure
2. The Story between Juan and the =
Taita Chimborazo
Discussion
The combination of the CLIL approach and the multi=
ple
intelligences in this intervention proposal using two tales to help to impr=
ove
the learning process in students in the Primary School Education in Ecuador=
and
in the bilingual programs using English as a second language.
The principal purpose of this project is to include
the student’s contribution in their learning process in a motivating way and
also activating their knowledge with their conscience to learn through the
activities and the unit. Thus, the proposal was grounded on a communicative
methodology with two parts. The part number one with two illustrated tales
which both were created to support the learning process based in the langua=
ge
and the content, where the main plan of them was to develop the student’s
skills.
Both tale=
s were
created with different activities to elevate the learning in students. In the second part, the planning of two
activities that will support the proposal was designed to promote their ski=
lls
and the learning of new knowledge, the 4Cs, and the competences. The
intentional section with an example activity in class was presented and may=
be
helpful to students to understand that, everyone has the same opportunity to
learn and we all are intelligent in a different way.
Concerning the elaboration of the tales was finish=
ed
including CLIL approach, the 4Cs, and (MI) multi-intelligence ideas. As an
outcome, the cognition of content communication and the culture was integra=
ted
as well as with the central context. Communication has played the most
important role of all, seeing language through learning. Scaffolding as a
teaching approach was considered as an active and unique learning process in
the proposal. Within the activities, students are encouraged to work
independently and also in a group to improve their higher order of thought =
and knowledge.
construction.
This intervention proposal has been designed to be
implemented in a Primary Bilingual School focusing on CLIL and the multiple
intelligences to help the learning process rise in students. The activities=
and
the content are specific, the methodology proposed could be adapted to many
contexts also to secondary level, where students with a certain level of
autonomy and skill gather much experience and more informational synthesis.=
The
complete proposal was made to create consciousness of all the multiple
intelligences to make the students know which learning strategy is more use=
ful
for them.
Conclusions
· It can be said that the objective of this study has been to reach the u=
sefulness of the theory that speaks of MI to create and provide learning st=
rategies such as the two illustrated stories for primary school students in=
Ecuador in a CLIL class from a theoretical perspective to raise their lear=
ning in the classroom.
· All the strategies of teaching and learning are always an excellent and=
exceptional learning tool that provides great support to the significant l=
earning to the student and to the development for the achievement of triump=
hs and educational results. Conversely, differences personalities and ways =
of learning from personal and between students make it truly impossible to =
use all teaching strategies for a particular type of activity as for other =
sensory channels. Consequently, it is settled that the learning strategies =
should be used according to the personal characteristics of the students an=
d the class.
· I believe that the application of the two illustrated stories will affe=
ct positively in students and teachers that may have to adapt to a great ch=
ange in the teaching and learning methodology. A big change of minds, in th=
e way of providing information and contributions to students, how education=
al activities can be related to content and language, and how the student c=
an be evaluated in different ways through the use of activities and resourc=
es for teaching and not only with memorized written and oral tests. The Mul=
ti Intelligence can be applied in many different ways, with the use of CLIL=
as a new educational method of teaching and learning in the classroom; kno=
wing that IMs are not connected to CLIL, but that they always allow their i=
mplementation without much difficulty elevating the learning process in stu=
dents.
· Important aspects that must have in mind when talking about CLIL are so=
me to mention for example, the use of a visual communication support studen=
ts, the use of learning based on creative thinking with the practical appli=
cation of projects and tasks inside and outside the classroom, and the fact=
of promoting the creation and education of critical, proactive and indepen=
dent students to include all the intelligences they may have in their teach=
ing and learning plan. An example of these practical aspects implemented in=
this project there are the two illustrated stories presented and designed =
as an intervention proposal, which are focused on being an educational inpu=
t support made by the teacher as a didactic resource to give an entry tool =
to the students, in which the content and the language could be taught in d=
ifferent ways with a creative and active activity, using different bits of =
intelligence to create a final product made by students as a final project =
after the intervention proposal as the proposed essay and the role play.
· In order to evaluate our proposal for intervention, questions will be a=
sked before and after the proposal, as well as work evaluation within the c=
lass in an individual way and in teamwork. Finally, an individual evaluatio=
n is carried out with the realization of an essay based on the contents, th=
e language and the proposal designed for teaching-learning.
· =
It can be concluded in this
way that the proposal presented in this project will be a positive educatio=
nal
resource for bilingual education in Ecuador to improve multiple intelligenc=
es
and students' learning approach based on CLIL
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PARA
CITAR EL ARTÍCULO INDEXADO.
Gordillo Obregon, G., Obregon Mayo=
rga, A.,
& Logroño Becerra, M. (2019). The use of illustrated stories as a proposal to improve multiple
intelligences and students’ learning approach based on CLIL. Cien=
cia
Digital, 3(4.1), 98-112. https://doi.org=
/10.33262/cienciadigital.v3i4.1.985
El artículo que se publica es de
exclusiva responsabilidad de los autores y no necesariamente reflejan el
pensamiento de la Revista Ciencia
Digital.
El artículo qu=
eda
en propiedad de la revista y, por tanto, su publicación parcial y/o total en
otro medio tiene que ser autorizado por el director de la Revista Ciencia Digital.