Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children
This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners’ cognitive and knowledge outcomes measured according to the revised Bloom’s taxonomy once content and language integrated lear...
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| Format: | Article |
| Language: | English |
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Asociación Colombiana de Profesores de Ingles
2024-03-01
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| Series: | HOW |
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| Online Access: | http://www.howjournalcolombia.org/index.php/how/article/view/788 |
| _version_ | 1797271108473323520 |
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| author | William Ricardo Ortiz-Garcia Zulma Carolina Navarrete-Villarraga |
| author_facet | William Ricardo Ortiz-Garcia Zulma Carolina Navarrete-Villarraga |
| author_sort | William Ricardo Ortiz-Garcia |
| collection | DOAJ |
| description |
This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners’ cognitive and knowledge outcomes measured according to the revised Bloom’s taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners’ parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.
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| first_indexed | 2024-03-07T15:36:40Z |
| format | Article |
| id | doaj.art-61e29f92a0e54bf6be82de28a3d96fa4 |
| institution | Directory Open Access Journal |
| issn | 0120-5927 |
| language | English |
| last_indexed | 2024-04-25T02:14:55Z |
| publishDate | 2024-03-01 |
| publisher | Asociación Colombiana de Profesores de Ingles |
| record_format | Article |
| series | HOW |
| spelling | doaj.art-61e29f92a0e54bf6be82de28a3d96fa42024-03-07T09:57:17ZengAsociación Colombiana de Profesores de InglesHOW0120-59272024-03-0131110.19183/how.31.1.788Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with ChildrenWilliam Ricardo Ortiz-Garcia0Zulma Carolina Navarrete-Villarraga1Universidad Santo Tomás, Bogotá, ColombiaGimnasio Campestre Los Laureles Bilingüe This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners’ cognitive and knowledge outcomes measured according to the revised Bloom’s taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners’ parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself. http://www.howjournalcolombia.org/index.php/how/article/view/788CLILCognitive processesEFLknowledge dimensionsrevised Bloom’s taxonomy |
| spellingShingle | William Ricardo Ortiz-Garcia Zulma Carolina Navarrete-Villarraga Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children HOW CLIL Cognitive processes EFL knowledge dimensions revised Bloom’s taxonomy |
| title | Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children |
| title_full | Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children |
| title_fullStr | Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children |
| title_full_unstemmed | Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children |
| title_short | Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children |
| title_sort | revised bloom s taxonomy to analyze the scope of clil classes with children |
| topic | CLIL Cognitive processes EFL knowledge dimensions revised Bloom’s taxonomy |
| url | http://www.howjournalcolombia.org/index.php/how/article/view/788 |
| work_keys_str_mv | AT williamricardoortizgarcia revisedbloomstaxonomytoanalyzethescopeofclilclasseswithchildren AT zulmacarolinanavarretevillarraga revisedbloomstaxonomytoanalyzethescopeofclilclasseswithchildren |