PROPUESTA DE APLICACIÓN DEL MÉTODO DEL AULA INVERTIDA EN ELE: EXPERIENCIA EN CLASE DE EXPRESIÓN ORAL

Although the flipped classroom model has proven to be effective as an active methodology in various educational contexts, there are few proposals that apply it specifically to the teaching of foreign languages. This study addresses this gap by proposing and describing a practical scenario for implementing the flipped model in Spanish as a Foreign Language (ELE) classes. First, the flipped model was defined and characterized through an exhaustive review of relevant research in this field, which allowed for the identification of its fundamental principles and most notable applications. Subsequently, a descriptive model was developed for ELE teachers, providing concrete guidelines for its implementation in the classroom. As a part of this approach, a didactic proposal focused on oral expression was designed. This proposal integrates both theoretical foundations and practical activities, while also establishing a clear distribution of goals between teachers and students. Additionally, it includes evaluation criteria for each stage, ensuring a structured and coherent approach that facilitates the achievement of learning objectives. In our experience, three elements have been key to enhancing active learning in this context: flexibility, which allows for the adaptation of activities to the group’s needs; time, which is optimized by shifting part of the work outside the classroom; and creativity, which fosters a dynamic and participatory environment. This study demonstrates that the flipped model is not only feasible in ELE teaching but also significantly contributes to improving students’ communicative skills effectively.