Mismos objetivos, mismos estudiantes, diferentes idiomas: cómo potenciar la coordinación de los profesores de idiomas en colegios multilingües
Date
2025
Type:
Thesis
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96 p.
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Acceso abierto
Authors
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Volume Title
Publisher
Universidad del Desarrollo. Facultad de Educación
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Abstract
This research addresses issue of curricular disarticulation between language subjects in a trilingual private school. According to the diagnosis made,
this difficulty generates insufficient results, methodological incoherence, student overload and scarce transfer of skills between languages. According to the diagnosis made, this difficulty generates insufficient results, methodological incoherence, student overload and scarce transfer of skills between languages.
Faced with this scenario, an action plan was designed based on the continuous improvement cycle PDSA (Plan, Do, Study, Act), whose purpose was to promote pedagogical articulation among language teachers, with a particular focus on the development of written argumentation in Iº Medio. The main product of this intervention is a manual with methodological and organizational guidelines to support curricular articulation in multilingual contexts. The process was validated by teachers, department heads and members of the school leadership team, who highlighted its applicability and clarity. The results suggest that intentional curricular articulation can contribute significantly to improving learning, strengthening collaborative teaching practices and building a professional culture focused on learning.
Description
Seminario de Grado presentado a la Facultad de Educación de la Universidad del Desarrollo para optar al grado académico de Magíster en Liderazgo y Gestión Educativa.
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Santiago
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Citation
Keywords
050009S, Idiomas, Enseñanza aprendizaje, Liderazgo, Educational leadership, Educational improvement, Trilingualism, Literacy