CLIL and Deeper Learning: A Language-Learning Experience with Student Tour Guides
DOI:
https://doi.org/10.5294/laclil.2026.19.1.2Keywords:
language learning, teaching practice, project design, project implementation, tourismAbstract
This practice-based article describes a virtual language-learning experience with student tour guides at a state-run national university in Argentina. The students participated in 75-minute synchronous online classes twice a week; their English language proficiency ranged from A1 to A2 according to the Common European Framework of Reference for Languages (CEFR). This CLIL project was developed in response to a request from a local museum and was aimed at producing a bilingual audioguide (Spanish and English). The analysis goes beyond the CLIL 4Cs framework and discusses the students’ text development in light of the Pluriliteracies Model for Deeper Learning (PTDL). CLIL is conceived as a facilitator for deeper learning. Throughout the text production process, students were able to build and communicate knowledge across languages and cultures. By promoting deeper learning, this pedagogical proposal encouraged learners to put languages into practice in real situations with a defined and relevant purpose.
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Copyright (c) 2026 Gabriela N. Tavella, S. Carina Fernández
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