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La triangulación múltiple en la investigación-acción con ejemplos de investigación propia

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Majewska R.
Neofilolog
|
2020
|
issue 54/2
223-243
EN
The aim of the article is to reflect upon the possibilities offered by triangulation in qualitative research, with particular emphasis placed on action research. Various types of triangulation have been presented, including the most recommended multiple triangulation. A variety of advantages and functions of triangulation have been shown, first and foremost the ones which refer to dynamic, systemic and multicausal phenomena. All the theoretical considerations have been illustrated by the author’s own research conducted in Poland, in one of the bilingual sections with Spanish language in the secondary school. The research concerned the development of students’ discursive competence within the genre of an intercultural comparison, and its conditioning. The research used multiple triangulation: of data sources, of researchers, of methods and of data analysis, as well as temporal and special triangulation. The investigation is finished with conclusions of methodological nature.
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Los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL) Parte 21: La perspectiva del profesor

88%
Majewska R.
Forum Filologiczne Ateneum
|
2019
|
vol. 7
|
issue 1
281-300
ES
El artículo constituye la segunda parte de una serie de artículos dedicados a los marcos fundamentales de integración en el sistema educativo CLIL. Al principio, se ha vuelto a presentar el concepto original de la autora de los cuatro marcos de integración en CLIL, ordenados de acuerdo con la perspectiva del estudiante. A continuación, la autora analiza en detalle el segundo marco, es decir, el de carácter didáctico y pedagógico (actuación del profesor) y analiza los principales aspectos de la integración didáctica en CLIL: (1) por la terminología, (2) por el discurso, (3) por las tareas basadas en el procesamiento profundo de los contenidos (4) por las comparaciones interculturales, (5) por el andamiaje con el uso de materiales auténticos. Finalmente, se presentan las conclusiones.
EN
The article constitutes the second part of a series of articles pertaining to the basic perspectives of integration in CLIL educational system. At the beginning, the author’s original concept of four perspectives of integration in CLIL was presented, ordered according to the student’s perspective, the present didactic and pastoral perspective, i.e. the teacher’s. In the subsequent part of the article the author discusses in detail the second perspective, as well as indicates the main aspects of didactic integration in CLIL: (1) by terminology, (2) by discourse, (3) by higher order processing tasks, (4) by intercultural comparison, (5) by authentic materials’ scaffolding. Finally, the conclusions are presented.
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