Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training

This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual...

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Autores principales:	Carlos Martínez-Hernández, Sara Albaladejo-Albaladejo
Formato:	article
Lenguaje:	EN
Publicado:	Universidad de Deusto 2021
Materias:	didactic itinerary bilingualism competencies learning geography history higher education Education L
Acceso en línea:	https://doaj.org/article/b8a5ed5b379c406e9cb956b0f265cf29
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spelling	oai:doaj.org-article:b8a5ed5b379c406e9cb956b0f265cf292021-11-26T16:37:22ZGeohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training10.18543/tjhe-9(1)-2021pp65-1022340-81702386-3137https://doaj.org/article/b8a5ed5b379c406e9cb956b0f265cf292021-11-01T00:00:00Zhttps://tuningjournal.org/article/view/2021https://doaj.org/toc/2340-8170https://doaj.org/toc/2386-3137 This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from bilingual and non-bilingual groups) to develop geohistorical, didactic and linguistic competencies. Procedural and consolidated learning was assessed, via a dossier of activities and a statistically validated pretest-posttest. High development values were obtained in procedural tasks (average = 8.8/10), as well as a high increase in consolidated acquisition (average = +24.5% students). The greatest growth was observed in language skills (+ 26.4%). The assessed knowledge after the itinerary was significantly higher than before, for all competencies. However, there was no statistically significant difference between students belonging to bilingual or monolingual groups. Students positively valued these results. It is concluded that a local didactic fieldtrip is an effective CLIL strategy to develop social and linguistic competencies, and yet it is rarely discussed in the scientific literature and curricula. Received: 3 March 2021 Accepted: 5 October 2021 Carlos Martínez-HernándezSara Albaladejo-AlbaladejoUniversidad de Deustoarticledidactic itinerarybilingualismcompetencies learninggeographyhistoryhigher educationEducationLENTuning Journal for Higher Education, Vol 9, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	didactic itinerary bilingualism competencies learning geography history higher education Education L
spellingShingle	didactic itinerary bilingualism competencies learning geography history higher education Education L Carlos Martínez-Hernández Sara Albaladejo-Albaladejo Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training
description	This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from bilingual and non-bilingual groups) to develop geohistorical, didactic and linguistic competencies. Procedural and consolidated learning was assessed, via a dossier of activities and a statistically validated pretest-posttest. High development values were obtained in procedural tasks (average = 8.8/10), as well as a high increase in consolidated acquisition (average = +24.5% students). The greatest growth was observed in language skills (+ 26.4%). The assessed knowledge after the itinerary was significantly higher than before, for all competencies. However, there was no statistically significant difference between students belonging to bilingual or monolingual groups. Students positively valued these results. It is concluded that a local didactic fieldtrip is an effective CLIL strategy to develop social and linguistic competencies, and yet it is rarely discussed in the scientific literature and curricula. Received: 3 March 2021 Accepted: 5 October 2021
format	article
author	Carlos Martínez-Hernández Sara Albaladejo-Albaladejo
author_facet	Carlos Martínez-Hernández Sara Albaladejo-Albaladejo
author_sort	Carlos Martínez-Hernández
title	Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training
title_short	Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training
title_full	Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training
title_fullStr	Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training
title_full_unstemmed	Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training
title_sort	geohistorical, didactic, and linguistic competencies learning through a bilingual (spanish/english) fieldtrip project with teachers in training
publisher	Universidad de Deusto
publishDate	2021
url	https://doaj.org/article/b8a5ed5b379c406e9cb956b0f265cf29
work_keys_str_mv	AT carlosmartinezhernandez geohistoricaldidacticandlinguisticcompetencieslearningthroughabilingualspanishenglishfieldtripprojectwithteachersintraining AT saraalbaladejoalbaladejo geohistoricaldidacticandlinguisticcompetencieslearningthroughabilingualspanishenglishfieldtripprojectwithteachersintraining
_version_	1718409312756301824

Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training

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