CLIL Approach Used as a Curriculum Internationalization Strategy in a Colombian Higher Education Institution

Authors

  • Sara Isabel Montoya Author Fundación Universitaria de San Gil - Unisangil
  • Carolina Salamanca Author Fundación Universitaria de San Gil - UNISANGIL

DOI:

https://doi.org/10.5294/laclil.v10i1.7368

Keywords:

CLIL, development of competences, effectiveness of education, higher vocational train- ing, teaching strategy

Abstract

This project emerged from the necessity of responding to the policies for “home in- ternationalization” of a higher education institution in coherence with the aims proposed by the National Ministry of Education in relation to the development of communicative competences of English as a foreign language regarding this kind of institutions. The research had a descriptive design methodology used in a two parallel processes: a teaching training in the communicative competences of English starting from a diagnosis, and training in the CLIL approach for the design of content activities was implemented through the collective work of a team of volun- teer teachers from the institution. After the activities were applied, the results were positive; indicating that making use of interesting and motivational didactic resources, students and educators recognized the pedagogical advantages of the approach for the learning of content simultaneously reinforcing communicative competences in English as a foreign language, and at the same time sought to continue and increase the use of CLIL activities. This allowed ex- panding the scope to an institutional level, socializing the experiences, and giving place to a second phase that can validate the information. 

Downloads

Download data is not yet available.

References

Bentley, K. (2010). The TKT Course CLIL Module. Cambridge University Press.

Cantero García, V. (2011). La enseñanza de segundas lenguas a través de tareas: una propuesta didáctica para 1º de ESO biblingüe. Dialnet(17), 133-156.

Caña de León, P. (2005). La Innovación Educativa. Madrid: Akal S.A.

Cerdá Vallés, C. &. (2014). El Aprendizaje Cooperativo para el desarrollo de la Competencia Comunicativa Oral en Lengua Inglesa en el aula de primaria. Encuentro. Revista de investigación e innovación en la clase de idiomas(23), 16-29.

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge: MIT Press.

Coyle, D. H. (2010). The CLIL Tool Kit: Transforming theory into practice. CLIL: Content and Language Integrated Learning. Cambridge.

García C., L. C., & Gómez G., M. d. (2013). Efectos del uso del CLIL aplicado a ciencias naturales en el desempeño en inglés de los estudiantes de grado segundo.Tesis de grado presentada como requisito para obtener el título de Licenciada en Básica primaria con énfasis en inglés. Manizales: Universidad de Manizales.

Hakuta, K. (1998). El bilingüismo y la educación bilingüe: una perspectiva para la investigación. Revista Pedagógica. San Juan, 24,25.

Ministerio de Educación Nacional. (2014). Ministerio de Educación Nacional . Retrieved from Programa Nacional de Inglés “Colombia very well”: www.mineducacion.gov.co

Navés, T., & Muñoz, C. (2000). Usar las lenguas extranjeras para aprender y aprender a usar las lenguas extranjeras.Una introducción a AICLE para madres, padres y jóvenes in Marsh, D., & Langé, G. (Eds.). Using Languages to Learn and Learning to Use Languages. Jyväskylá: Finland:UniCOM, University of Jyväskylä on behalf of TIE-CLIL.

Sabino, C. (1992). El Proceso de Investigación. Carácas: Ariel.

(2009). Module 1: Describing language skills and subskills – Teacher’s. In P. A. Spratt M, The TKT Course (p. 3). University of Cambridge ESOL Examinations.

Suárez, M. L. (2005). Claves del éxito del aprendizaje integrado de contenidos y lengua extranjera (AICLE). Obtenido de Charla presentada en la 5ta Jornada sobre Aprendizaje Cooperativo del grupo GIAC. Bilbao: Universidad de Deusto.

http://giac.upc.es/pag/giac_cas/giac_jac/05/jac05-mls.htm

Torga, M. (2010). Vigotsky y Krashen: Zona del desarrollo próximo y el aprendizaje de una lengua extranjera. Universidad Nacional de Comahue.

Unesco. (2011). Unesco. Retrieved from Unesco and Education: “Everyone has the right education”: www.unesco.org

University of Cambridge. (2014). Cambridge English Teaching Framework. Cambridge English Language Assessment.

Published

2017-08-14

How to Cite

Montoya, S. I., & Salamanca, C. (2017). CLIL Approach Used as a Curriculum Internationalization Strategy in a Colombian Higher Education Institution. Latin American Journal of Content & Language Integrated Learning, 10(1). https://doi.org/10.5294/laclil.v10i1.7368

Issue

Section

Articles