Acceptance and adoption of the WebQuest in CLIL

T abajo Final del Más e Uni e si a io en Ap endizaje In eg ado de Con enidos en Lenguas Ex anje as (Inglés) “Accep ance and adop ion o he WebQues in CLIL” S uden : C is ian An onio Pé ez Lu za do Tu o : Plácido Bazo Ma ínez C/ Pad e He e a s/n 38207 La Laguna San a C uz de Tene i e. España T: 922 31 90 00 www.ull.es Abs ac The implemen a ion o CLIL is some hing ha has been sp eading in ecen yea s in a ious coun ies. In he case o Spain, and speci ically he Cana y Islands, i is no di e en . This wo k ocuses on he c ea ion, implemen a ion and ealiza ion o ac i i ies in he o m o a lea ning si ua ion o in es iga e he accep ance ha 3 d yea P ima y s uden s om a school in Tene i e ha e when using a WebQues as a CLIL wo k me hod in he class oom, ins ead o mo e adi ional ma e ials. Key wo ds: CLIL, WebQues , P ima y, Bilingualism, ICT Resumen La implemen ación de CLIL es algo que se ha ido ex endiendo du an e los úl imos años en di e sos países. En el caso de España, y conc e amen e Cana ias, no es di e en e. Es e abajo se cen a en la c eación, implemen ación y ealización de ac i idades en o ma de si uación de ap endizaje pa a in es iga la acep ación que ienen los alumnos de 3º de P ima ia de un cen o de Tene i e a la ho a de usa una WebQues como mé odo de abajo CLIL en el aula, en luga de ma e iales más adicionales. Palab as cla e: CLIL, WebQues , P ima ia, Bilingüismo, ICT Index In oduc ion .............................................................................................................................. 4 Jus i ica ion ........................................................................................................................... 5 Resea ch objec i es .............................................................................................................. 6 Theo e ical amewo k .............................................................................................................. 7 In e en ion ............................................................................................................................ 14 Resul s .................................................................................................................................... 16 Conclusions ............................................................................................................................. 18 Bibliog aphy ............................................................................................................................ 20 Annexes .................................................................................................................................. 23 Annex 1 ............................................................................................................................... 23 Annex 2 ............................................................................................................................... 24 Annex 3 ............................................................................................................................... 25 In oduc ion This Mas e 's hesis is in ended o be de eloped as a esea ch wo k and ha , h ough his WebQues , an a emp has been made o in es iga e he p e e ence and p edisposi ion o 3 d yea P ima y s uden s o use, expe imen and lea n h ough his ool a he han using books. I is also ai o poin ou he ac ha , hanks o a su ey, s uden s' p e e ence o eamwo k is analysed, as well as hei since e opinion as o how much hey would ecommend i s use and conside ha hey can lea n any subjec h ough his ool. I is wo h men ioning ha i consis s o he c ea ion, p esen a ion and applica ion o a WebQues in a CLIL en i onmen , wi h de elopmen a he Colegio Hispano B i ánico (La Laguna, Tene i e). Fo his, a comple e lea ning si ua ion has been c ea ed and ca ied ou in he same way ha i would be de eloped in a adi ional way in he class oom, bu ins ead o applying i in his way, he a o emen ioned p og amming has been adap ed and ans e ed o a websi e, which has been c ea ed o ha pu pose. On his websi e, we ind all he ools and explana ions necessa y o ca y ou wha is p oposed, ei he in he class oom o om home, an aspec o highligh i you wan o use me hodologies such as Flipped Class oom, online educa ion, among o he s. The opic chosen o he lea ning si ua ion has been "Machines". The choice o he opic is jus i ied by he con inui y in e ms o he agenda es ablished o he s uden s. P io o his opic hey ha e lea ned abou "Ene gies", so machines a e pe ec ly associa ed as a na u al con inui y in he eaching-lea ning p ocess o s uden s. I is impo an o shed ligh on he ac ha he s uden s who a e going o use he WebQues a e no used o he si ua ion o lea ning opics ela ed o science in English, al hough hey a e used o wo king wi h ha language in o he subjec s ha a e his o ically augh in he lea ne 's na i e language. In e ms o ac i i ies, he e a e a my iad o op ions included due o he ac ha di e si y is app ecia ed as a necessa y ool when looking o ca ching lea ne s' a en ion. Wha can be ound on he websi e a e om a e age o inno a i e ones, including some, such as ideos, online games, explana ions, a book c ea ed o he occasion, c ea ion o mind maps, a inal ask abou a machine c ea ion, o name bu a ew. Jus i ica ion I has been decided o ca y ou his hesis in a CLIL en i onmen because he English language lea ning is mo e and mo e p e alen and no o ious, mo e and mo e go e nmen s and schools a e ad oca ing an imme si e eaching o he language. On his occasion, he Science subjec has been used o apply he CLIL me hodology, and, speci ically, he opic o machines. The abili y o de elop a second language opens a doo o oppo uni ies o he lea ne , i helps you o acqui e no only ha language, bu also linguis ic s a egies ha you can apply o subsequen lea ning, i gi es s uden s a globalizing cha ac e , cul u ally ich, an app oach di e en . The e o e, h oughou his wo k, an a emp is made o expose, de end and explain he cha ac e is ics and unc ionali ies o CLIL lea ning h ough a WebQues . Many o he ac i i ies p esen ed and de eloped h ough he WebQues seek he in ensi e use o he speaking skill. Bea ing in mind ha speaking is one o he mos impo an skills, one o he less wo ked and causes mo e p oblems and us a ion, was decided o pu an ex a e o on ha . The use o he speaking skill will, in he end, depend on he school and he eache who eaches he lesson. In my opinion, he mos sui able o a school, and om an ea ly age, a e he mos addi i e models, because i is i ally impo an ha child en g ow and ad ance wi h bo h languages, and ha li le by li le, hey use mo e he L2. I is me ely impossible o a s uden o only use L2 om he i s momen due o he ac ha mo e eache s and p epa a ion is equi ed in o de o de elop such an educa ional sys em. I do no concei e o an educa ion sys em in which he i s yea s only L1 is wo ked, and hen all o sudden lea ne s jus wo k wi h L2. Middle poin is whe e we can ind he ic o y, and ha goes by showing hem he wo languages, wi h L1 dominance, and as hey p og ess, L2 will be used mo e and mo e, because in he end, CLIL is ha , no pu e bilingual educa ion. Finally, eedback is sough om he s uden s, in addi ion o he one who w i es hese wo ds, in o de o check i he heo y pu in o p ac ice has ui ul and mo i a ing esul s o he people in ol ed in he educa ional en i onmen . Resea ch objec i es The speci ic objec i es ha I in end o in es iga e a e he ollowing: • De ine he WebQues ool, as well as he CLIL app oach • Rela e he use o WebQues wi h lea ning a o eign language, in his case English. • P opose a lea ning model based on he use o his ool, b inging he ICT wo ld close o s uden s • Make a eal in e en ion o see he esul s wi h 3 d g ade s uden s Theo e ical amewo k Times go by, he e a e changes and adap a ions. On his basis, he e a e some changes ha a e di ec ly applicable and o he s ha a e pa o he way o de elop ce ain ideas. This ime we a e dealing wi h he CLIL concep , which has been swa ming among us o some ime. Once legisla ion en e s e e y idea, i goes om p ojec o eali y, and his is wha we ha e been seeing in ecen yea s, as e lec ed in ORDEN de 11 de junio de 2010, po la que se es ablecen los equisi os pa a la solici ud y au o ización de la modalidad de ap endizaje in eg ado de lengua inglesa y con enidos de o as á eas o ma e ias (Con en and Language In eg a ed Lea ning), en cen os públicos que impa en enseñanza básica en la Comunidad Au ónoma de Cana ias. As Geo ge Cou os said, “ echnology will no eplace g ea eache s bu echnology in he hands o g ea eache s can be ans o ma ional”. I we ind such s a emen s, i is no hing mo e han he ac ha i is me ely ine i able o associa e inno a i e o mode n educa ion wi h English / CLIL oday. I is also pu ely ue ha , al hough ew, he e a e s ill de ac o s o his ype o educa ion, since hey conside ha knowing he language o he coun y whe e you li e is enough, wi hou aking in o accoun he globaliza ion p ocess ha he plane has been li ing h ough. o e he pas 30 yea s Mo e and mo e go e nmen ins i u ions ha e implemen ed language imme sion alongside he mo he ongue. Manuel Megías Rosa (2012) a i ms ha i is a global end, wha happens is ha in ce ain a eas i is wo king o is being implemen ed wi h mo e o ce. I hink i depends on he cha ac e is ics o he con ex s. I mean no only linguis ic bu educa ional policies in gene al. The pu pose o in oducing CLIL in he cen es is none o he han making he school- age popula ion bilingual. I is in e es ing o no e he ac ha seeking ha linguis ic abili y is no some hing o ally new o inno a i e as such. The need o know wo o mo e languages is no new. His o ical documen s indica e ha indi iduals and whole communi ies a ound he wo ld ha e been compelled o lea n o he languages o cen u ies and hey ha e done so o a a ie y o easons -- language con ac , coloniza ion, ade, educa ion h ough a colonial language (e.g., La in, G eek), and in e ma iage (Lewis, 1977). Taking ha in o accoun we can add ha , he Linguis ic Socie y o Ame ica a i ms ha a bilingual pe son is someone who speaks wo languages and ha many people may become bilingual by acqui ing hose wo languages a he same ime in childhood o by lea ning a second language some ime a e acqui ing hei i s language. This ac can b ing a gumen s o and agains in a deba e abou when and how a pe son can be conside ed bilingual. I someone manages o ce i y a C1-C2 le el acco ding o he CEFR, is ha conside ed as bilingual? Can only someone bo n in an en i onmen wi h bo h languages be bilingual? De ac o s will a i m his, while some suppo e s will say ha , as long as you can be p o icien in ha language, i will be enough o be conside ed bilingual, whe he o no you we e bo n in an en i onmen wi h bo h languages. Siguán and Mackey (1987) de ine he bilingual as " he pe son who, in addi ion o hei i s language, has a simila compe ence in ano he language and who is capable o using bo h in any ci cums ance wi h simila e iciency". I belie e ha such a de ini ion o bilingualism would b ing us close o he ac ha , h ough he CLIL me hodology, a pe son who has no had, so o speak, he luck o being bo n in an en i onmen wi h wo languages can each his ce ain le el ha b ings you close o he a o emen ioned concep . The ac onym CLIL was coined in he 1990s, so i al eady has i s way in socie y. Al hough i is a concep wi h ime, i has no always enjoyed he same popula i y as oday, which is when i seems o ha e he mos ecogni ion. The eason o i s inc easing use was ha “i placed bo h language and non-language con en in a o m o con inuum, wi hou implying p e e ence o one o he o he ” (Ma sh, 2002: 58). I is wo h men ioning ha some educa ional me hodologies ha a e ied o be p esen ed as inno a i e, u u is ic o no el a e no hing mo e han a esu gence o adap a ions o pas me hodologies. I is well known ha some me hodologies ad oca e he use o na u e as a means o eaching, eaching in open, na u al en i onmen s, bu he e is e idence ha i was used ha way many yea s ago. To gi e s eng h o his a gumen we ha e when 100 yea s ago, in he middle o he ube culosis ou b eak, in 1904, hey opened he “Waldschule ü k änkliche Kinde ” o “ o es school o sick child en” a ound Be lin. Wi h his I wan o ea i m he idea ha , whe e we hink ha i is inno a ing, pe haps i is using a ehash o some hing p e iously used, wi hou his meaning any hing nega i e. The e o e, a ques ion needs posing: wha do we in end o achie e wi h CLIL? Well, o ob ain an exac answe we would ha e o ask all he eache s in cha ge o said me hodology, bu b oadly speaking, we could allow ou sel es o a i m ha wha CLIL ies o do is ha he compe ence o being able o each and lea n subjec s ha a e no mally augh in he mo he ongue and now i is done in English i becomes some hing common, e e y day, easily accessible o any lea ne . This, as i has been ied o a i m h oughou he documen , is ied h ough he in oduc ion o he o eign Resul s In o de o ob ain he esul s, a su ey has been ca ied ou o 18 s uden s om 3 dA and 19 s uden s om 3 dB. To do so in he mos objec i e way possible, he su ey was no deli e ed o hem un il all he asks p oposed in he WebQues has been comple ely comple ed. Fi s , we will go on o analyse he da a sepa a ely o each class, and hen oge he . 3 dA: he da a ob ained indica es ha 92.6% o he s uden s p e e o wo k in g oups. 70.3% p e e o wo k wi h a WebQues a he han wi h he book, 70.3% like o ha e a inal p ojec , in his case, he c ea ion o a machine. Mo eo e , we ha e ha 77.78% conside ha hey ha e lea ned hanks o he WebQues and also conside ha hey can lea n om o he subjec s using his a o emen ioned ool. Finally, 79.6% ecommend he use o a WebQues o people who do no use i . 3 dB: he da a collec ed is ha 68.4% o he s uden s p e e o wo k in g oups. 81% would p e e o wo k wi h a WebQues ins ead o he book, ollowing he adi ional model. 79% like o ha e a inal ask on he WebQues , in his case, c ea ing a machine. 72% conside ha hey ha e lea ned hanks o he use o WebQues . 73.4% conside ha hey can lea n in o he subjec s using he WebQues and 73.7% ecommend he use o he WebQues o people who do no use i . Now ha we ha e p esen ed he esul s sepa a ed by class, we a e going o pu hem oge he as i hey we e a single sample, o see how we ha e wo ked wi h he 3 d g ade s uden s. Combined esul s: combining and sha ing da a, we see ha a ound 80% o he s uden s p e e o wo k in g oups, an aspec ha should be aken in o accoun , al hough no in his school, he e a e cases in which i is conside ed pe inen o wo k indi idually. A ound 75% o he su eyed s uden s p e e o use he WebQues ins ead o a book, as well as 74% who conside ha hey ha e lea ned hanks o i . Close o 75% s ipula e ha hey can lea n om a WebQues in o he subjec s, no jus science, and hey like o ha e a inal p ojec . Finally, almos 76% o he su eyed s uden s, co esponding o 2 classes o P ima y 3 wi h di e en ages, ecommend he use o WebQues in an educa ional en i onmen . Conclusions As we could see, 24.2% mo e s uden s in 3 d A p e e o wo k in a g oup. This da a does no su p ise me a all, since, du ing g oup ac i i ies, he di e ences be ween he 3ºB s uden s we e clea ly seen. The ac ha hey a e di ided be ween 3ºA and 3ºB by da e o bi h, being hose o 3ºB younge han he ones in 3ºA, added o he pas qua an ine and he ac ha his yea hey a e no used o wo king in a g oup may be he de e mining ac o so ha ce ain beha iou al p oblems ha e a isen du ing ce ain ac i i ies, almos always ela ed o he accep ance o ideas om colleagues o he non- accep ance ha you opinion is no aken in o accoun . Gi en his in o ma ion, I hink i is i ally impo an ha , as a gene al ule, s uden s p e e o wo k wi h pee s and ha , i o ganized well, wi h oles, i b ings no hing bu good lea ning esul s. Lea ing aside he eamwo k issue and analysing he es o da a, we can a i m ha he s uden s o 3 d g ade o he Hispano B i ánico school mos ly p e e o wo k in g oups. Mo eo e , hey conside ha hey ha e lea ned hanks o he WebQues ha has been p oposed. Fu he mo e, hey belie e ha hey can lea n om o he subjec s, hey like o ha e a inal ask and, inally, hey ecommend i o he es . Taking ha in o ma ion in o accoun and bea ing in mind ou ini ial esea ch ques ion on accep ance and adop ion o he WebQues in CLIL, we can a i m ha i is o ally posi i e in he s udied sample. I is impo an o highligh hese e y a ou able da a, since i is he i s ime ha hey use a WebQues o lea n, i is he i s ime in mo e han a yea ha hey ha e wo ked in a g oup and, abo e all, i is he i s ime ha hey ha e lea ned some science con en in English, as he main CLIL subjec is A s & C a . Fo all his, we can a i m ha he esea ch ha has been ca ied ou has p oduced especially posi i e numbe s. I is also wo h highligh ing he impo ance o ha ing been able o ca y ou his wo k wi h almos 40 s uden s, no jus wi h one class. A de e mining ac o has been he le el o English ha he s uden s in gene al a he cen e ha e, added o he exis ence o se e al s uden s, especially in na i e 3 d A, who help he en i onmen o de elop in a comple ely English en i onmen . Bibliog aphy Acos a, J. (1981-90). The wes coas eade . Langley, B.C.: B.C. Minis y o Ad anced Educa ion/Capilano College. Adell, J. (2006). In e ne en el aula: las WebQues . Edu ec. Re is a Elec ónica De Tecnología Educa i a, (17), a036. h ps://doi.o g/10.21556/edu ec.2004.17.530 Albe a Educa ion Language Se ices. (1982). English as a second language/ dialec (ESL! D): Guidelines and sugges ions o he adminis a ion and o ganiza ion o p og ams, in e im ed. Edmon on: Albe a Educa ion. 84 pages. A go e, A., Palomo, R., Sánchez, J., & Ruiz, J. (2017). Capí ulo 1: Concep o y elemen os de una WQ. WebQues : Un ecu so educa i o pa a su uso en el aula. Published.h p:// ecnologiaedu.uma.es/ma e iales/wq/a chi os/cap1_WQ__De inicion.p d ARNAU, J. (1992). 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A ailable: h p://www.ci ejou nal.o g/ ol7/iss3/cu en p ac ice/a icle1.c m Whi ie , D. (2009). Measu ing his o y: The eache as Websi e de elope . In I. Gibson, R. Webe , K. McFe in, R. Ca lsen & D. Willis (Eds.), P oceedings o SITE 2009-- Socie y o In o ma ion Technology & Teache Educa ion In e na ional Con e ence (pp. 2183-2188). Cha les on, SC, USA: Associa ion o he Ad ancemen o Compu ing in Educa ion (AACE). Re ie ed June 21, 2021 om h ps://www.lea n echlib.o g/p ima y/p/30947/. Annexes Annex 1 h ps://c is ianpl35.wixsi e.com/machines Annex 2 Annex 3