Demystifying some possible limitations of CLIL (content and language integrated learning) in the EFL classroom

Livia Carolina Ravelo

doi:10.5294/4105

Authors

Livia Carolina Ravelo Author Instituto Superior Dr. Joaquín V. González

DOI:

https://doi.org/10.5294/4105

Keywords:

AICLE, limitaciones, implementación, inglés como lengua extranjera, contexto de docencia .

Abstract

As a result of globalization, the world is constantly changing, people are overwhelmed with information and English is the language that typically serves as lingua franca to learn new content. In recent years, as a direct response to these changes, CLIL (Content and Language Integrated Learning) may be considered the approach in charge of providing suitable answers despite its possible limitations. Innovations, changes, students´ needs, new resources, meaningful content and a communicative perspective are involved in CLIL, a profitable and valuable means to teaching English as a Foreign Language. The main purpose of this work is to encourage EFL teachers to implement this approach, in spite of its constraints. Now the challenge seems to be finding out how this approach will lead us towards the achievement our goal.

Keywords: CLIL drawbacks, CLIL implementation, EFL teaching contexts

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Author Biography

Livia Carolina Ravelo, Instituto Superior Dr. Joaquín V. González

Livia Carolina Ravelo holds a Master´s degree in Discourse Analysis from the University of Buenos Aires, Argentina. She also holds an M.A. in the teaching of Spanish and English as a foreign language from the University of Jaén (Spain). She has vast experience in the teaching of English as a foreign language in primary, secondary, tertiary and university level in Argentina. Her research interests are CLIL, historical comics, and the social sciences. At present she is a lecturer in Geography and Culture of the UK and the USA, and Discourse Analysis at Instituto Superior del Profesorado Dr. Joaquín V. González, CABA, Argentina.

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