The use of digital resources and materials In and outside the bilingual classroom

 Macarena Navarro-Pablo, Sevilla (Испания)

 Yiyi López-Gándara, Sevilla (Испания)

 Eduardo García-Jiménez, Sevilla (Испания)

https://doi.org/10.3916/C59-2019-08

Ключевые слова

Content and Language Integrated Learning, bilingual education, instructional materials, mixed method research, primary education, secondary education, informal learning, digital communication

Резюме

Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources and materials in the classroom. The aims of this study are: 1) To analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; 2) To analyse how the educational stage affects teachers' and learners' perceptions on this use; 3) To analyse the type of digital resources and materials in English that learners use outside the classroom. The following analyses have been carried out: Categorical Principal Components Analysis; Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; and that these perceptions are affected by the educational stage. This study concludes that the type of resources and materials that learners use outside the classroom is determined by those used in the classroom. However, at home, they are used differently, which is indicative of the need to adapt classroom practices to learners’ own independent uses.

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Получила: 28-06-2018

пересмотренный: 25-08-2018

Принятый: 28-11-2018

OnlineFirst: 15-02-2019

Дата публикации: 01-04-2019

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