Contextualised materials for developing inference through CLIL among university students

This qualitative action research, conducted by an English teacher at a private university, shows the appropriateness and usefulness that contextualised teaching materials, framed within the Content Language Integrated Learning (CLIL) approach, had on students’ reading with an emphasis on inference,...

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Detalles Bibliográficos
Autor Principal: Fernández Legro, Hernán
Otros Autores: Núñez Pardo, Astrid
Formato: Capítulo de libro (Book Chapter)
Lenguaje:Inglés (English)
Publicado: Universidad Externado de Colombia 2022
Materias:
Descripción
Sumario:This qualitative action research, conducted by an English teacher at a private university, shows the appropriateness and usefulness that contextualised teaching materials, framed within the Content Language Integrated Learning (CLIL) approach, had on students’ reading with an emphasis on inference, as a micro-skill. This study was done with undergraduate students from private University, in the city of Bogotá, Colombia. It followed the qualitative approach and data gathered was done by means of an entry survey, students’ artifacts, teacher’s field notes, and an exit survey. The results showed the connection between the design and implementation of contextualised materials and students’ enhancement of their reading competency, particularly their inference micro- skill. The materials developed informed by CLIL met students’ and teachers’ needs, raised local awareness, and fostered reading comprehension through inferences. Besides, reading beyond words relied on students’ background knowledge and the connection between culture and cognition as initial processes to build inference. Finally, this research suggested a further exploration of the role played by the teacher researcher in creating contextualised materials for the EFL classroom, which allowed the teacher to ponder their pedagogical context, learn the theoretical and practical insights of developing materials, gain awareness of the need to include students’ local cultural context as the proposed readings, and foster students’ inferential instead of literal reading, an aspect hardly ever considered in standardised commercial EFL materials.