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

  1. Martínez-Hernández, Carlos 1
  2. Albaladejo-Albaladejo, Sara 2
  1. 1 Complutense University of Madrid, Spain
  2. 2 University of Murcia, Spain
Revista:
Tuning journal for higher education

ISSN: 2340-8170

Año de publicación: 2021

Título del ejemplar: New realities, new challenges: Future proofing?

Volumen: 9

Número: 1

Páginas: 65-102

Tipo: Artículo

DOI: 10.18543/TJHE-9(1)-2021PP65-102 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Tuning journal for higher education

Objetivos de desarrollo sostenible

Resumen

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 2021Accepted: 5 October 2021

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Información de financiación

The authors declare that they have no conflict of interest. The data collection for the research was carried out following the TJHE Ethical Guidelines for Publication and the Ethical Guidelines for International Comparative Social Research of the UNESCO code of ethics for research in Social Sciences, highlighting the anonymity, confidentiality, continuous information to the participants and the justification of the applied methods, which was endorsed by an external commission from ISEN Centro Universitario, the authors' work institution at the time of projecting the research. The research has been carried out within the framework of the KA2 Erasmus + Project of the European Union "STROLL, Walking the City - Streets Online" (Grant Number 2020-1-HU01-KA226-HE-094111).

Financiadores

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