Revised Bloom's Taxonomy to Analyze the Scope of CLIL Classes with Children

ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: [email protected]; Web site: https://www.howjournalcolombia.org/index.php/how

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25

Taxonomy; Content and Language Integrated Learning; English (Second Language); Second Language Instruction; Second Language Learning; Parent Attitudes; Learning Processes; Metacognition; Preschool Children; Elementary School Students; Private Education; Concept Formation; Foreign Countries

0120-5927

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.

As Provided

2024

EJ1421952