Primary School Teachers’ Perceptions of the Level of Development of Low-Order Cognitive Skills Under the Content and Language Integrated Learning Approach

Campillo-Ferrer, José-María; Miralles-Martínez, Pedro

Publication:
Primary School Teachers’ Perceptions of the Level of Development of Low-Order Cognitive Skills Under the Content and Language Integrated Learning Approach

dc.contributor.author	Campillo-Ferrer, José-María
dc.contributor.author	Miralles-Martínez, Pedro
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned	2025-02-05T12:21:36Z
dc.date.available	2025-02-05T12:21:36Z
dc.date.issued	2022-02-10
dc.description	© 2022 Authors This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0 This document is the published version of a published work that appeared in final form in Frontiers in Education . To access the final edited and published work see: https://doi.org/10.3389/feduc.2022.815027	es
dc.description.abstract	Content and Language Integrated Learning (CLIL) has become widespread in many countries around the world in an effort to improve learners’ communicative competence in a foreign language (FL) and content acquisition in non-language areas (NLA). A successful CLIL programme must integrate the 4Cs, i.e., content, communication, cognition and culture. In this study, we focus on the synergies of developing thinking skills by combining language, content and cognition. Specifically, the aim of this study is to examine CLIL teachers’ development of low-order cognitive skills (LOTS) in the subjects of Science and Social Science in the first two years of primary education in the Region of Murcia, Spain. For this purpose, we use a mixed method that combines qualitative and quantitative techniques to test the extent to which LOTS are developed within this integrated approach. The results show that most of the cognitive processes promoted by CLIL teachers are those related to fostering understanding among pupils, which sheds light on the strengths and weaknesses of these programmes and on a wide range of related factors on which further reviews are needed.	es
dc.format	application/pdf	es
dc.format.extent	9	es
dc.identifier.doi	https://doi.org/10.3389/feduc.2022.815027
dc.identifier.eisbn	Frontiers in Education Volume 7 - 2022 :815027.	es
dc.identifier.issn	2504-284X
dc.identifier.uri	http://hdl.handle.net/10201/150123
dc.language	eng	es
dc.publisher	Frontiers Media	es
dc.relation	The present study was supported by the Spanish Ministry of Science, Innovation and Universities, grant number PGC2018-094491-B-C33. This study has been carried out through the funding of project entitled “The geographical and historical thinking of primary education students in the Region of Murcia: an innovative methodological proposal for quality education (20874/PI/18),” funded by Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia (Spain).	es
dc.relation.publisherversion	https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.815027/full	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Cognition	es
dc.subject	Teaching practice	es
dc.subject	Primary schools	es
dc.subject	Teacher attitudes	es
dc.subject	Mental development	es
dc.title	Primary School Teachers’ Perceptions of the Level of Development of Low-Order Cognitive Skills Under the Content and Language Integrated Learning Approach	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es