Contenido principal del artículo

Mercedes Querol Julián
Universidad Internacional de La Rioja
España
http://orcid.org/0000-0003-4017-1982
Javier Díez Ramírez
Universidad de Castilla-La Mancha
España
https://orcid.org/0000-0002-5357-5006
Vol. 8 (2021), Didaxis, páginas 115-136
DOI: https://doi.org/10.17979/digilec.2021.8.0.7763
Enviado: mar 19, 2021 Publicado: nov 27, 2021
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Resumen

Tener una buena competencia en inglés es una necesidad para los ingenieros en un mundo globalizado donde el inglés es la lengua de la ciencia, la comunicación y los negocios. Sin embargo, en el plan de estudios de una ingeniería se debe tener en cuenta otras competencias además de las habilidades técnicas y el inglés. Para preparar adecuadamente a los estudiantes de ingeniería para sus carreras profesionales, debemos fomentar también el desarrollo de sus habilidades blandas tales como la comunicación, la resolución de problemas, el trabajo en equipo, la gestión del tiempo o el liderazgo, entre otras. ICLES (Integración de Contenido y Lengua en Educación Superior), el cual es si mismo evoca el enfoque AICLE (Aprendizaje Integrado de Contenido y Lengua) ampliamente utilizado en otros niveles educativos, aparece como una alternativa para integrar el aprendizaje de lenguas en currículos de asignaturas donde no se enseña lengua en la universidad y desarrollar las habilidades blandas. Este artículo hace una revisión de la literatura con el objetivo de encontrar los aspectos más importantes que los docentes de ingeniería deberían considerar para, de forma adecuada, implementar ICLES para mejorar el desarrollo de las habilidades blandas mediante las metodologías activas del aprendizaje basado en proyectos y la clase invertida. En la última parte del trabajo, se propone una guía de 10 pasos que ayudará a los docentes a integrar estas metodologías activas en una asignatura ICLES de ingeniería.

Detalles del artículo

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