The Road to Bilingualism: Cases of Success



Bilingualism, content and language, CLIL, understanding by design, 21st century skills


This review presents an immersion model based on the ideas of Richard-Amato regarding task-based approach, and how it was adapted to Wiggin’s Understanding by Design and 21st Century skills frameworks. This combination has nurtured and helped the immersion model to arise, where the content and language areas are responsible for the cognitive and communicative development in a learner. The institution recognizes itself as an alternative educational solution for its students, and periodically revises its policies to meet the needs that can emerge in their community. Thus, the immersion model applied in the institution has emerged as a flexible, yet well-grounded and solid program that aims to make the most of the content in different areas to help students develop their foreign language skills in English.


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Author Biography

César Augusto García-Herreros Machado, Corporación Gimnasio La Montaña

Teacher at Gimnasio la Montaña in Bogotá, Colombia and currently studying for a Master's degree in English Language Teaching at the Universidad de La Sabana (Chía, Colombia). His research interests include bilingual projects, student autonomy, reading comprehension, and contrasting teaching methodologies. He also holds a degree in Licenciatura en Educación Básica con Énfasis en Inglés from the Universidad Distrital Francisco José de Caldas on Bogotá, Colombia.


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How to Cite

García-Herreros Machado, C. A. (2018). The Road to Bilingualism: Cases of Success. Latin American Journal of Content & Language Integrated Learning, 10(2). Retrieved from




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