Fomentar y Evaluar la Creatividad en el Aprendizaje Integrado de Contenidos y Lenguas (AICLE): Una Visión Conceptual
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Esta revisión conceptual examina cómo se comprende, se fomenta y se evalúa la creatividad en los contextos de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). A partir de estudios publicados entre 2010 y 2025, sintetiza investigaciones que exploran el papel del pensamiento creativo. Si bien el AICLE ofrece un entorno prometedor para la creatividad gracias a la integración de contenido, comunicación, cognición y cultura, la creatividad suele tratarse como un resultado indirecto y no como un objetivo pedagógico central. Basándose en las teorías de la creatividad (por ejemplo, Sawyer, 2012; Beghetto, 2013), la revisión sostiene que la creatividad no es un acto repentino de inspiración reservado a unos pocos estudiantes, sino un proceso susceptible de aprenderse apoyado en el andamiaje y la reflexión, que se alinea con los enfoques centrados en el alumnado. Integrar la creatividad de forma más explícita en las prácticas AICLE puede potenciar el desarrollo lingüístico y cognitivo. No obstante, la escasa atención a la evaluación de la creatividad, así como la falta de materiales sobre cómo fomentarla dentro y fuera del aula, representan desafíos que aún deben explorarse en mayor profundidad.
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