Transversal teaching methodologies in language teaching through technology and art for meaningful learning in secondary education

Abstract

The teaching of language, technology and the arts in Colombia is based on the meaningful learning approach, which promotes the construction of meanings based on previous learning. However, in secondary education, both areas are taught as separate disciplines, with no connection between them, making meaningful learning difficult. Some authors suggest that the use of cross-cutting methodologies makes it possible to establish connections between areas. In this context, didactic practices that integrate language, technology and arts through software in a secondary school in Valledupar are described. Learning objectives are set for the areas of languages, technology and arts, and different evaluation criteria are used for each area. A content analysis of the activities and a comparison of the scores of the language tests corresponding to the units where the activities were implemented was carried out. The results indicate that language learning improved when implementing these activities, although the impact of the use of literature in arts teaching was not significant. The main challenges in the implementation of these activities were the lack of background for the use of an interdisciplinary methodology and the absence of institutional support. The conditions that facilitated the use of these activities were the desire of the language teacher to implement transversal activities and the training in children's literature of the technology and arts teacher.