Content and language integrated learning: teaching L2 at universities through students’ major
Resumen
Content and Language Integrated Learning (CLIL) is an approach in which content is delivered through a second language, becoming a tool to deliver information. This paper evaluated the viability of implementing CLIL at Universidad Católica de Cuenca Language Center. This research also explored university students' perception of studying English as a Foreign Language (EFL) at the university level. After implementing the CLIL approach, this paper described the effect on students’ speaking skills. A placement speaking test was applied at the beginning of the 8-week course and another at the end. A Survey was applied to find topics of interest from students’ majors, reasons for taking English classes, how they feel when using English to communicate, and motivation. This study used two Intermediate 2 (B1) in the period October-December 2022. One group (control group) received regular classes following the official curriculum, and the other group (experimental group) had the intervention of CLIL. The findings provided valuable information on whether an intervention of CLIL with university students who take EFL as a requirement to graduate from their undergraduate program is viable. The results of this study offered information about the impact of CLIL not only on English proficiency but also on the motivation toward L2 and cooperative learning.
Keywords:
Teaching method (CLIL), foreign language, standards, skills.
RESUMEN
El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) es un enfoque en el que el contenido se enseña a través de un segundo idioma, convirtiéndose en una herramienta para transmitir información. Este trabajo evaluó la viabilidad de implementar AICLE en el Centro de Idiomas de la Universidad Católica de Cuenca. Esta investigación también exploró la percepción de los estudiantes universitarios de estudiar inglés como lengua extranjera (EFL) a nivel universitario. Después de implementar el enfoque AICLE, este documento describe el efecto en las habilidades orales de los estudiantes. Se aplicó una prueba de ubicación oral al comienzo del curso de 8 semanas y otra al final. Se aplicó una Encuesta para encontrar temas de interés de las carreras de los estudiantes, razones para tomar clases de inglés, cómo se sienten al usar el inglés para comunicarse y motivación. Este estudio utilizó dos niveles Intermediate 2 (B1) en el periodo octubre-diciembre 2022. Un grupo (grupo control) recibió clases regulares siguiendo el currículo oficial, y el otro grupo (grupo experimental) tuvo la intervención de AICLE. Los hallazgos proporcionaron información valiosa sobre si es viable una intervención de CLIL con estudiantes universitarios que toman EFL como requisito para graduarse de su programa de pregrado. Los resultados del presente estudio brindaron información sobre el impacto de AICLE no solo en el dominio del inglés sino también en la motivación hacia la L2 y el aprendizaje cooperativo.
Palabras clave:
Método de enseñanza (CLIL), idioma extranjero, normas, habilidades.
Texto completo:
PDFReferencias
Apple, M. T. (2006). Language Learning Theories and Cooperative Learning Techniques in the EFL Classroom. Doshisha Studies in Language and Culture, 9(2), 277-301.
Aravind, B. R., & Rajasekaran, V. (2018). A Review on Critical Thinking and CLIL –Content and Language Integrated Learning. Language in India, 18(6), 30-36.
Argudo, J., Abad, M., Fajardo-Dack, T., & Cabrera, P. (2018). Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador. LACLIL, 11(1), 65-86.
Banegas, D. L. (2021). Research into practice: CLIL in South America. Cambridge University Press.
Banegas, D. L., & Beamud, M. d. (2020). Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal, 53(1), 1-14.
Banegas, D. L., Poole, P. M., & Corrales, K. A. (2020). Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283-305.
Corrales, K., & Maloof, C. (2009). Evaluating the Effects of CBI on an English for Medical Students Program. Latin American Journal of Content & Language Integrated Learning, 2(1), 15-23.
Coyle, D. (1999). Supporting students in content and language integrated learning contexts: Planning for effective classrooms. Learning through a foreign language. http://www.eric.ed.gov/PDFS/ED454735.pdf
Coyle, D., Hood, P., & Marsh., a. D. (2010). Content and Language Integrated Learning. Cambridge University Press.
Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning(CLIL): current research from Europe. Encuentro, 21, 57-70.
Darn, S. (2006). Content and Language Integrated Learning (CLIL): A European Overview. https://files.eric.ed.gov/fulltext/ED490775.pdf
Ecuador. Consejo de Educación Superior. (2017). Anexo al Reglamento de Régimen Académico. CES. https://www.ces.gob.ec/lotaip/Anexos%20Generales/a3/Anexo-lit-a3-R-R%C3%A9g-Acad%C3%A9mico.pdf
Ecuador. Ministerio de Educación. (2019). Curriculo de los niveles de educacion obligatoria. Nivel bachillerato. Tomo 2. https://educacion.gob.ec/wp-content/uploads/downloads/2019/09/BGU-tomo-2.pdf
Fajardo Dack, T. M., Argudo, J., & Abad, M. (2019). Language and Teaching Methodology Features of CLIL in University Classrooms: A Research Synthesis. Colomb. Appl. Linguistic. J., 22(1), 40-50.
Garton, S., & Copland, F. (2019). The Routlerge Handbook of Teaching English to Young Learners. Routledge.
González González, G. M. E., Diaz Robayo, D. R., & Leon Mora, E. C. (2022). A CLIL Curriculum Design for Future Professionals of Hospitality and Tourism Management. Latin American Journal of Content & Language Integrated Learning, 15(1).
Huilcapi, M. B., Fernández, R. E., & Valdés, M. Á. (2021). Clil method benefits for learning a foreign language through the flipped classroom. Revista Panamericana de Pedagogía, 32, 197-215.
Johnson, D. W., & Johnson, R. T. (2012). Cooperative, competitive, and individualistic learning environments. Routledge.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.
Lasagabaster, D. (2022). English-Medium Instruction in Higher Education. Cambridge University Press.
Lopes, A. (2020). Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal. ONOMÁZEIN. Journal of Linguistics, Philology and Translation, 6, 5-22.
Marsh, D. (2012). Content and Language Integrated Learning (CLIL) A Development Trajectory. Servicio de Publicaciones de la Universidad de Córdoba.
McDougald, J. (2015). Teachers' attitudes, perceptions and experiences in CLIL: A look at content and language. Colomb. Appl. Linguist. J., 17(1), 25-41.
Merino, J. A., & Lasagabaster, D. (2017). The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics, 28(1), 18-30.
University of Cambridge. (2011). Teaching History through English –a CLIL approach. Cambridge ESOL.
Wentzel, A. (2021). Less is More: Content comprehension in CLIL. Lati American Journal of Content & Language Integrated Learning, 14(1), 9-40.
Enlaces refback
- No hay ningún enlace refback.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
ISSN on line: 2631-2662
ISSN impreso: 2661-6521