CLIL+STEM: a teaching intervention with a bilingual group of future teachers

Authors

  • Juan Peña Martínez Universidad Complutense de Madrid
  • Alberto Muñoz Muñoz Complutense University of Madrid

DOI:

https://doi.org/10.26378/rnlael1327337

Keywords:

CLIL, STEM, training of teacher students, Physics

Abstract

This study focuses on an innovation project where physics experimental activities - addresed to the bilingual group of the Faculty of Education - have been redesigned to encourage students to apply Science-Technology-Engineering-Mathematics (STEM) and Content and Language Integrated Learning (CLIL) approaches simultaneously. Likewise, his assessment has been collected for future work after the didactic intervention and once their mandatory three weeks of training was finished at a school in the Comunity of Madrid.

Author Biographies

Juan Peña Martínez, Universidad Complutense de Madrid

PhD in Chemistry, is a specialist in didactics of Chemistry and Physics, and works on educational projects on the use of new strategies and methods in the teaching-learning of experimental sciences. 

Alberto Muñoz Muñoz, Complutense University of Madrid

Doctor in Biology, professor at the Faculty of Education of the UCM, is a specialist in didactics of Biology, and works on educational projects on the teaching of 'Nature Sciences' in different educational stages.

Downloads

Published

2019-11-27

How to Cite

Peña Martínez, J., & Muñoz Muñoz, A. (2019). CLIL+STEM: a teaching intervention with a bilingual group of future teachers. Nebrija Journal of Applied Linguistics to Language Teaching, 13(27), 87–96. https://doi.org/10.26378/rnlael1327337

Issue

Vol. 13 No. 27 (2019): Issue 27

Section

Thematic section "Computer Learners Corpora..."

License

The copyright holder(s) consent to the distribution of their article under the license CC BY ND.

Creative Commons License