artechitty

Bibliografía útil para la clase de Español a través del Arte, CLIL/AICLE, e IA en el aula de lengua extranjera

La clase de Español a través del Arte se enmarca dentro del método CLIL (Content and Language Integrated Learning), AICLE en español (Aprendizaje Integrado de Contenido y Lengua), que consiste en enseñar una lengua a través de un contenido específico: en nuestro caso, la lengua es español (ELE: Español como Lengua Extranjera) y el contenido es Historia del Arte.

Aquí he recopilado una lista de bibliografía útil, que voy actualizando periódicamente. Espero que os sea de utilidad:

Acaso López-Bosch, M., Megías, C., & Camnitzer, L. (2020). Art thinking: cómo el arte puede transformar la educación (1^a ed. 5^a imp). Paidós Educación.

Amaya Salguero, J. E. (2025). Emociones del alumnado a través de AICLE: El arte de Goya Emotions in students through a clil activity: Goya’s painting. Revista de Innovación y Buenas Prácticas Docentes, 14(1), 41–52.

Alghamdy, R. Z. (2023). English Teachers’ Practice of Classroom Discourse in Light of Zone of Proximal Development Theory and Scaffolding Techniques. Journal of Language Teaching and Research, 15(1), 46-54. https://doi.org/10.17507/jltr.1501.06

artechitty | El blog del Español a través del Arte. (n.d.). Retrieved December 18, 2022, from https://artechitty.wordpress.com/

Banegas, D. L. (2012). Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2(1), 111–136. https://doi.org/10.14746/ssllt.2012.2.1.6

Banegas, D. L., & Zappa-Hollman, S. (Eds.). (2023). The Routledge Handbook of Content and Language Integrated Learning. Routledge.

Berdiyeva, S. (2024). Teaching Young Learners Through the Use of CLIL Method. Modern Science and Research, 3(2), 473-480. https://inlibrary.uz/index.php/science-research/article/view/29383

Cambridge University Press ELT. David Marsh on CLIL. 2010, https://www.youtube.com/watch?v=-Czdg8-6mJA.

CLIL Art. (n.d.). CLIL Art. Retrieved December 18, 2022, from https://clilart.wordpress.com/

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: content and language integrated learning. Cambridge University Press.

Culture | Fact Sheets on the European Union | European Parliament. (2023, March 31). https://www.europarl.europa.eu/factsheets/en/sheet/137/culture

Cummins, J. (2021). Rethinking the education of multilingual learners: a critical analysis of theoretical concepts. Multilingual Matters.

Delicado Puerto, G. (2017). Aprender inglés en el museo: Propuesta de tarea trasversal para el aula de inglés de ESO. ODISEA. Revista de Estudios Ingleses, 13. https://doi.org/10.25115/odisea.v0i13.242

Fancourt, D., & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being?: a scoping review. WHO Regional Office for Europe.

Gauvain, M. (2020). Vygotsky’s Sociocultural Theory. In Encyclopedia of Infant and Early Childhood Development (pp. 446–454). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.23569-4

Gibbons, P. (2015). Scaffolding language, scaffolding learning: teaching English language learners in the mainstream classroom (Second edition). Heinemann.

Gómez Chova, L., López Martínez, Agustín., & Lees, J. (Eds.). (2022). EDULEARN22 Proceedings 14th International Conference on Education and New Learning Technologies, July 4th-6th, 2022 Palma, Mallorca, Spain: [conference proceedings]. IATED Academy.

Harvard Artful Thinking | Project Zero. (2006). https://pz.harvard.edu/projects/artful-thinking

Madrid Fernández, D., Ortega-Martín, J. L., & Hughes, S. P. (2019). CLIL and Language Education in Spain. In K. Tsuchiya & M. D. Pérez Murillo (Eds.), Content and Language Integrated Learning in Spanish and Japanese Contexts (pp. 11–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-27443-6_2

Mehisto, P., Marsh, D., & Frigols, M. J. (2009). Uncovering CLIL: content and language integrated learning in bilingual and multilingual education. Hueber.

Ministerio de Educación. (2023). Real Decreto 205/2023, de 28 de marzo, por el que se establecen medidas relativas a la transición entre planes de estudios, como consecuencia de la aplicación de la Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial Del Estado, 75. https://www.boe.es/eli/es/rd/2023/03/28/205

Montero Mórtola, C. (2012). La visita al museo con profesores y estudiantes de ELE. Actas Del I Encuentro Internacional de Profesores de ELE «El Aprendizaje y La Enseñanza de Español En Contextos Multiculturales y Multilingües», 212–220.

Pérez Cañado, M. L., Rascón Moreno, D., & Cueva López, V. (2023). Identifying Difficulties and Best Practices in Catering to Diversity in CLIL: Instrument Design and Validation. International Journal of Bilingual Education and Bilingualism, 26(9), 1022-1030. https://doi.org/10.1080/13670050.2021.1988050

Reekmans, Karen et al. (2021). ArtiCULan; Art, Time, Culture, Language. Educación a través del Arte en Centros de Educación Primaria multililngüe. Erasmus + KA 2. https://www.articulan.eu/

Ribes-Lafoz, M., & Navarro-Colorado, B. (2023). Cheat or Chat: aprovechamiento de tecnologías NLG en educación superior. 2nd International Congress: Education and Knowledge, 413–414.

Ribes-Lafoz, M., & Tabuenca-Cuevas, María. (2023). CLIL: Experiencias ELE en la clase de arte. PLURImpulsa ODS4: Nuevas Metodologías En El Ámbito Del Plurilingüismo Enfocadas a La Inclusión y La Diversidad. https://cvnet.cpd.ua.es/AgendaUA/Home/Ver/218625?idioma=es

Teaching language through art | ECA. (n.d.). European Cultural Academy. Retrieved December 23, 2022, from https://europeanculturalacademy.com

Thulasivanthana, U. (2020). Incorporating Visual Arts into English Language Teaching. Shanlax International Journal of English, 8(4), 52–56. https://doi.org/10.34293/english.v8i4.3320

Trupp, M. D., Bignardi, G., Specker, E., Vessel, E. A., & Pelowski, M. (2023). Who benefits from online art viewing, and how: The role of pleasure, meaningfulness, and trait aesthetic responsiveness in computer-based art interventions for well-being. Computers in Human Behavior, 145, 107764. https://doi.org/10.1016/j.chb.2023.107764

UNESCO. (2023). ChatGPT and artificial intelligence in higher education: quick start guide. https://unesdoc.unesco.org/ark:/48223/pf0000385146

Vazquez, Doris. (1981). Teaching a Second Language Through Art. Curriculum Unit 81.04.12. Yale-New Haven Teachers Institute. https://teachersinstitute.yale.edu/curriculum/units/files/81.04.12.pdf

Vo, T., Truong, D., & Nguyen, P. (2023). The impact of digital technology on content and language integrated learning in higher education: a systematic review of literature. ICTE Conference Proceedings, 3, 137–147. https://doi.org/10.54855/ictep.23311

Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Ward, M., Xu, L., & Dhonnchadha, E. U. (2022). How NLP Can Strengthen Digital Game Based Language Learning Resources for Less Resourced Languages. Proceedings of the 9th Workshop on Games and Natural Language Processing within the 13th Language Resources and Evaluation Conference, 40–48. https://aclanthology.org/2022.games-1.5

World Health Organization. Regional Office for the Eastern Mediterranean. (2020). World Health Organization annual report 2019 WHO Country Office Lebanon: health for all. World Health Organization. Regional Office for the Eastern Mediterranean. https://apps.who.int/iris/handle/10665/333249

Wilkinson, R., & Walsh, M. L. (Eds.). (2015). Integrating Content and Language in Higher Education. Peter Lang D. https://doi.org/10.3726/978-3-653-05109-4