%0 Journal Article
%T El papel del lenguaje en la construcci車n de explicaciones en la clase de ciencias en contextos biling邦es a trav谷s del enfoque CLIL
%A Cynthia Marcela Ram赤rez Valenzuela
%A Mauricio Mancipe Triviˋo
%J -
%D 2019
%R https://doi.org/10.14483/22487085.13095
%X Abstract (es_ES) This paper covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) 每 English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implementation in Colombia and Latin America. The methodology used follows an interpretative-qualitative analysis with an inductive analysis approach, analysing the collected information during the didactic implementation in recordings, products developed by students and class diaries from a sample of 25 and 19 students belonging to two private secondary schools located in Cajic芍 and Bogot芍, Colombia. The document presents the reflections arisen from the analysis categories built to assess the collected information: socio-linguistic abilities, communication of ideas in both L1 and L2, the conceptual, social, epistemological and didactic aspects of knowledge. It was found a close link between the L2 proficiency and the depth of the explanations elaborated by the students, enabling the more competent students in L2 to communicate better using the scientific language and getting to more complex explanations. Moreover, the implementation re-dimensioned the content perspective applied by some teachers when using the CLIL approach, placing bilingualism in the Science classes in a dimension distant from transmitting information, being a medium that fosters communicative and explanatory processes by nurturing different cognitive-linguistic abilities. Abstract (en_US) El presente trabajo aborda la problem芍tica en torno a la construcci車n de explicaciones de fen車menos naturales a lo largo de la clase de ciencias en contextos biling邦es (espaˋol (L1)-ingl谷s (L2)), donde se analiza el rol del lenguaje, su significado y su reconfiguraci車n desde dos miradas: la din芍mica comunicativa y la din芍mica explicativa. Para llevar a cabo dicho an芍lisis, el presente texto se centra en la categorizaci車n de las habilidades cognitivo-ling邦赤sticas de los estudiantes durante los distintos momentos de la implementaci車n did芍ctica, as赤 como en analizar las expresiones usadas por ellos desde lo comunicativo. Este an芍lisis nace de la creciente preocupaci車n frente a la implementaci車n del
%K biling邦ismo
%K CLIL
%K construcci車n de explicaciones
%K enseˋanza de las ciencias
%K lenguaje CLIL
%K bilingualism
%K construction of explanations
%K language
%K science teaching
%U https://revistas.udistrital.edu.co/index.php/calj/article/view/13095