Previos studies

Previos studies

1. McDougald, J. S. (2009). The state of language and content instruction in Colombia.

   • Aims at describing the state of language and content in Colombia, the underlying principles and the future of CLIL in Colombia
     • Concludes, that the need for Colombians to understand and use English across the curriculum in a school environment is becoming more and more of a requirement as a result of globalization.

2. Differs from the others

   • CLIL method in Colombia higher education does not have enough space in these higher institutions.
     • Four key aspects are described to reach the goal of having a bilingual territory: language learning approach, teacher training, development of materials, and cultural and intercultural competence. It is argued that bilingualism may be achieved in the long term by addressing these four aspects when implementing CLIL.
       • (Rodriguez Bonces, Monica, 2011. CLIL: Colombia leading into content language learning).

3. Integrated classes in content subjects and foreign languages for professional training (2016)

   • describe how the clil approach is used in part of Ukraine in a diverse and successful way
     • The participants are students in Economics and Tourism Institute of Lviv.
       • In conclusion is consider that integrated classes in content subjects and foreign languages prove to be helpful for higher education graduates to get prepared both professionally and linguistically to be efficient at today‟s internationalised labour market.

4. Mensel L. V. (2018) CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium

   • the aim of this study looks into a number of background variables of both English and Dutch CLIL learners in Francophone Belgium and compares them to their non-CLIL counterparts.
     • There is an evidence of selection: the socio-economic status of the pupils appears as the main predictor of whether a pupil is in a CLIL or a non-CLIL track
       • Mensel concludes, that CLIL in French-speaking Belgium, although a priori open to anyone, is particularly attractive to a socially privileged public.

5. Pinto Ruiz (2018)Using CLIL Approach to Improve English Language in a Colombian Higher Educational Institution

   • focused on the impact of the design and implementation of worksheets based on CLIL on the reading comprehension process of nursing and physical therapy students at Manuela Beltran university
     • They used six worksheets based on CLIL and five reading strategies.
       • In conclusion, the design and inclusion of material based on topics related to nursing and physical therapy had positive results because the students not only worked on the English grammar, general lexicon and pronunciation, but also increased their knowledge of their professional field.

6. Contero Urgal C. (2018) Addressing CLIL Lecturers’ Needs: Reflections on Specific Methodological Training

   • intends to identify lecturers’ perceptions on their teaching skills when delivering CLIL lessons.
     • This study contained 38 lecturers belonging to 66 different fields of knowledge, distributed across six public universities in the Spanish region of Andalusia.
       • the study indicates that lecturers may not always be aware of methodological shortcomings for CLIL teaching.
         • concludes that, the design/adaptationmaterials should feature more in on-going development than in initial, introductory programmes.
           • the teachers gaining experience in integrating content and language in Higher Education reassures the teacher of the need for adaptation rather than translation from L1 to L2.

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