the impact of content and language integrated learning (CLIL) on the speaking skill in the EFL clasroom at the secondary level
Archivos
Fecha
2025
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Universidad Católica de Cuenca
Resumen
Descripción
Many authors assert that the dual focus on CLIL on language and content develops higher-order critical thin-king, cognitive engagement and fosters motivation. Originally emerging in Europe, the versatility and adapta-bility of this approach led to wider adoption in other parts of the world leading to multiple empirical and con-textual articles. The purpose of this study was to identify the impact of CLIL on developing English language skills at the secondary level in Latin America to allow students to learn a second language in a meaningful con-text. Thus, this study uses a descriptive qualitative method to analyze studies that focus on the main challenges in applying CLIL at the secondary level, as well as how it has been implemented in Latin America over the last decade through different and interactive strategies that allow the students to increase oral communication in context.
Palabras clave
CONTENT AND LANGUAGE INTEGRATE LEARNING; SPEAKING SKILLS; STRATEGIES; CHALLENGES; AND COGNITIVE ABILITIES.
Citación
Jungal Arrobo, M. M., & Guamán Luna, M. M. (2024). Una propuesta para utilizar TPR y REALIA para mejorar la adquisición de vocabulario en una clase de inglés como lengua extranjera. Religación, 9(40), e2401207. https://doi.org/10.46652/rgn.v9i40.1207
