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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 37:1 (2024) ► pp.1–26

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La mediación textual a partir de estrategias de reformulación

Análisis comparativo entre CLIL y no CLIL

ORCiD logo with link | Università Ca’Foscari di Venezia
ORCiD logo with link | Universität Heidelberg

Article language: Spanish

Published online: 1 December 2023
DOI logo with link
https://doi.org/10.1075/resla.21018.nad
Resumen
El Aprendizaje Integrado de Lengua y Contenidos o CLIL (por sus siglas en inglés, Content Language Integrated Learning) constituye un enfoque ecléctico en el que la lengua meta se emplea como medio para la enseñanza de contenidos de diferentes áreas. En este contexto, las actividades comunicativas de mediación propuestas por el Marco Común Europeo de Referencia (MCER) cobran especial interés. Este estudio a pequeña escala compara, a partir de una actividad de mediación lingüística de procesamiento textual, el rendimiento de dos grupos de alumnos de alemán como lengua extranjera (DaF) de nivel A2-B1: uno inmerso en un programa CLIL y otro bajo un enfoque tradicional (grupo no CLIL). A la luz del análisis de los datos se comprueba que los alumnos CLIL demuestran mayor recursividad en el empleo de estrategias de reformulación en la presentación de un texto mediado. Igualmente, los datos permiten observar un efecto positivo en la integración de la L1 en actividades comunicativas de mediación.
Abstract
Textual mediation based on reformulation strategies: Comparative analysis between CLIL and non-CLIL
Content and Language Integrated Learning, or CLIL, is an eclectic approach, which makes use of a foreign language to teach academic content in different areas. Within this context, those communicative activities of mediation proposed by the Common European Framework of Reference (CEFR) deserve a particular interest. This small-scale study employs a linguistic mediation activity involving information processing in order to compare the outcomes of two learner groups of German as a foreign language (DaF) at an A2-B1 level. One of the groups has received CLIL instruction, whereas the other one was taught following a mainstream approach (non-CLIL group). Results show that CLIL learners perform better at using reformulation strategies to present a mediated text. Furthermore, the data also show a positive effect regarding L1 use during mediation activities.
Article outline
  • 1.El contexto CLIL y las actividades de mediación
  • 2.Marco teórico
    • 2.1Escala de mediación: Procesamiento textual
    • 2.2Variables dependientes del análisis
      • 2.2.1Estrategias de mediación
      • 2.2.2Otros recursos lingüísticos: L1, coherencia y alternancia de turnos
  • 3.Metodología
  • 4.Resultados y discusión
    • 4.1Estrategias de reformulación
    • 4.2Empleo de L1, incoherencias y alternancia de turnos
  • 5.Conclusiones
  • Agradecimientos
  • Notas
  • Referencias
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2024. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction. International Review of Applied Linguistics in Language Teaching 62:4 ► pp. 2149 ff. DOI logo

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