GIUV2015-218
TALIS was born in response to the perception that there was a great lack of technical advice and collaboration of universities with different social agents, NGDOs for example, in the field of education based on the CLIL / CLIL (Content and Language Integrated Learning) model. That is to say, neither didactic material nor related actions were being created that encompassed both language learning and content related to solidarity, Development Education and interculturality in an integrated way, which we consider fundamental to help in the social construction of a fairer, more equal and socially aware world, while at the same time boosting the local economy. Therefore, research in this field is absolutely essential, since it is necessary to have a theoretical framework for the development of intercultural competence and a methodology that allows the application of appropriate strategies for its didactic transposition. On the other hand, because of the training of the teachers involved, special importance is attached to Content and Language Integrated Learning (CLIL). It is considered that CLIL makes it possible to incorporate into this language teaching and learning an axiological...TALIS was born in response to the perception that there was a great lack of technical advice and collaboration of universities with different social agents, NGDOs for example, in the field of education based on the CLIL / CLIL (Content and Language Integrated Learning) model. That is to say, neither didactic material nor related actions were being created that encompassed both language learning and content related to solidarity, Development Education and interculturality in an integrated way, which we consider fundamental to help in the social construction of a fairer, more equal and socially aware world, while at the same time boosting the local economy. Therefore, research in this field is absolutely essential, since it is necessary to have a theoretical framework for the development of intercultural competence and a methodology that allows the application of appropriate strategies for its didactic transposition. On the other hand, because of the training of the teachers involved, special importance is attached to Content and Language Integrated Learning (CLIL). It is considered that CLIL makes it possible to incorporate into this language teaching and learning an axiological axis that includes education for global development or the classic teaching of values. In this sense, TALIS has carried out and continues to carry out interdisciplinary research which allows for broad and at the same time realistic frameworks of implementation.
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- Fomentar la investigacion interdisciplinar en la educacion intercultural y literaria, la educacion para el desarrollo y el aprendizaje de lenguas.
- Crear una red de investigadores en estos campos a nivel interuniversitario.
- Investigar el estado de la cuestion en estos campos tanto aisladamente como de manera interdisciplinar.
- Analizar materiales didacticos desde le perspectiva de estos temas.
- Desarrollar herramientas de investigacion teorica y aplicada para el desarrollo de los temas del grupo.
- Elaborar materiales que reflejen los avances del grupo en los temas del grupo.
- Intercultural Education.Education for the development of intercultural competence through literature.
- Foreign language learning.Learning foreign languages through multicultural literature.
| Name | Nature of participation | Entity | Description |
|---|---|---|---|
| ELIA SANELEUTERIO TEMPORAL | Director | Universitat de València | |
| Research team | |||
| RICARD SILVESTRE VAÑO | Member | Universitat de València | |
| MARIA ALCANTUD DIAZ | Member | Universitat de València | |
| JUAN CARLOS CASAÑ NUÑEZ | Member | Universitat de València | |
| MARIA MATILDE PORTALES RAGA | Collaborator | Universitat de València | |
| ANA SEVILLA PAVON | Collaborator | Universitat de València | |
| ROCIO DOMENE BENITO | Collaborator | Universitat de València | |
| ANA CATHERINE REYES CASTILLO | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
| MARIA AMPARO RODRIGO MATEU | Collaborator | Instituto Cervantes | professor |
| ALESSANDRA CARVALHO DE SOUSA | Collaborator | Universidade Federal da Paraíba (Brasil) | professor |
| ROCIO LOPEZ GARCIA-TORRES | Collaborator | Universidad CEU Cardenal Herrera | pre-tenured lecturer |
| CATALINA MILLAN SCHEIDING | Collaborator | Berklee College Of Music | full-time trainee professor (doctor) |
| CARLOS ANDRES OSPINA SALAZAR | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
| ALBA PEREZ GARCIA | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
| Eva París Huesca | Collaborator | Ohio Wesleyan University (USA) | assistant professor |
| Macarena García González | Collaborator | Pontificia Universidad Católica de Chile (Chile) | pre-tenured lecturer |
| Teresa Fernández Ulloa | Collaborator | California State University (Bakersfield) | full university professor |
| Rebeca Cristina López González | Collaborator | Universidade de Vigo | pre-tenured lecturer |
| AIDA RITAS GÓMEZ | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
| MARTA BETORET RODRÍGUEZ | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
| MARÍA ÁNGELES CHAVARRÍA AZNAR | Collaborator | Universitat de València - Estudi General | pre-tenured lecturer |
| FARAH ELENA HALLAL MUÑOZ | Collaborator | Universidad Nacional Pedro Henríquez Ureña | researcher |
- -
- Language and Literature Education
- Educación intercultural; literatura multicultural
- AICLE/CLIL; aprendizaje comunicativo; aprendizaje cooperativo; APS
