DIDACTICS OF SOCIAL SCIENCE

TASK 2 - INTRODUCTION TO CLIL

TO CREATE A CONCEPT MAP BASED ON UNIT 2.

SUBMITTED BY:
DAGO HELBERT MARTINEZ ACOSTA
EVELIN JULIETA PABON
MARIO JOSE TIMANA
INGRID DANIELA TOSSE

GROUP: _14

TEACHER:
CLAUDIA YULIANA RAMÍREZ

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

ESCUELA CIENCIAS DE LA EDUCACIÓN
OCTOBER 28 OF 2019
 INTRODUCTION

The objective of this work is to provide a clear idea about the CLIL approach and the relevance
of this approach with regard to foreign language learning, for this purpose a group conceptual
map has been created where are grouped each of the concepts and results of the studies that have
been carried out describing the effects and intercultural attitudes, taking into account the
perspectives of the participants in said studies. Therefore, with the realization of the concept map
it is intended to describe the positive attitudes that have been achieved through this approach with
the target languages and placing English as the preferred language and highlighted by the
participants of these studies.

On the other hand, this work allows to demonstrate the knowledge acquired with the development
of this activity by students of the “Didactics of social Science” course, demonstrating the
appropriation of the content and highlighting the relevance of the CLIL approach and the possible
disadvantages that were considered by some of the participants to whom this study is performed.
 COLLABORATIVE WORK

LINK TO THE CONCEPT MAP.

https://cmapscloud.ihmc.us/viewer/cmap/1V4HNLHCP-1PN733R-185L459
 REFERENCES.

Roiha, A., & Sommier, M. (2019). Viewing CLIL through the eyes of former pupils: Insights into
foreign language and intercultural attitudes. Retrieved from

 http://search.ebscohost.com.bibliotecavirtual.unad.edu.co/login.aspx?
direct=true&db=edsbas&AN=edsbas.DB47C3CA&lang=es&site=eds-live&scope=site

Corral-Robles, S. silviarc@ugr. e., & González-Gijón, G. (2018). Effect of CLIL and Non-CLIL
Approaches on the Written Competence of Upper-Secondary Students. International Journal of
Pedagogy & Curriculum, 25(2), 31–43. Retrieved from

 https://doi-org.bibliotecavirtual.unad.edu.co/10.18848/2327-7963/CGP/v25i02/31-43