Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)

Lately, the use of CLIL in classrooms has been expanding due to the interest in educating bilingual children. In Colombia, this approach is becoming known and is being applied in many schools, mainly bilingual. This article presents a case study research that sought to investigate how CLIL is applie...

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Autor Principal: Mariño, Claudia Marina
Formato: Artículo (Article)
Lenguaje:Inglés (English)
Publicado: Universidad Distrital Francisco José de Caldas 2014
Materias:
4Cs
Acceso en línea:http://hdl.handle.net/11349/18116
id ir-11349-18116
recordtype dspace
spelling ir-11349-181162019-09-19T21:23:35Z Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia) Mariño, Claudia Marina Additional language bilingual education Content Language Integrated Learning teaching through content Language of for and through learning 4Cs CLIL matrix Assessment in CLIL Lately, the use of CLIL in classrooms has been expanding due to the interest in educating bilingual children. In Colombia, this approach is becoming known and is being applied in many schools, mainly bilingual. This article presents a case study research that sought to investigate how CLIL is applied at Country Bilingual School to contribute to the bilingual education offered to these students. The study was supported by the latest theoretical constructs about CLIL from representative authors such as Coyle, Hood and Marsh (2010), among others. The data consisted of six videotaped classes from fifth grade, a class observation form, a students’ questionnaire, an informal interview, a teacher’s journal and other documents, such as the Teacher’s lesson plans. The results were qualitatively and quantitatively analyzed using Seliger and Shohamy (1990) techniques. The study revealed that, although the observed classes meet most of the standards of a good class in terms of language teaching methodology, there are many aspects that need to be considered and applied in order to use CLIL effectively. 2014-09-22 2019-09-19T21:23:35Z 2019-09-19T21:23:35Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares Peer-reviewes Article https://revistas.udistrital.edu.co/index.php/calj/article/view/5374 10.14483/udistrital.jour.calj.2014.2.a02 http://hdl.handle.net/11349/18116 eng https://revistas.udistrital.edu.co/index.php/calj/article/view/5374/9448 https://revistas.udistrital.edu.co/index.php/calj/article/view/5374/11187 application/pdf Universidad Distrital Francisco José de Caldas Colombian appl. linguist. J.; Vol 16, No 2 (2014) July-December; 151-160 Colombian Applied Linguistics Journal; Vol 16, No 2 (2014) July-December; 151-160 2248-7085 0123-4641
institution Universidad Distrital Francisco José de Caldas
collection DSpace
language Inglés (English)
topic Additional language
bilingual education
Content Language Integrated Learning
teaching through content
Language of
for and through learning
4Cs
CLIL matrix
Assessment in CLIL
spellingShingle Additional language
bilingual education
Content Language Integrated Learning
teaching through content
Language of
for and through learning
4Cs
CLIL matrix
Assessment in CLIL
Mariño, Claudia Marina
Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
description Lately, the use of CLIL in classrooms has been expanding due to the interest in educating bilingual children. In Colombia, this approach is becoming known and is being applied in many schools, mainly bilingual. This article presents a case study research that sought to investigate how CLIL is applied at Country Bilingual School to contribute to the bilingual education offered to these students. The study was supported by the latest theoretical constructs about CLIL from representative authors such as Coyle, Hood and Marsh (2010), among others. The data consisted of six videotaped classes from fifth grade, a class observation form, a students’ questionnaire, an informal interview, a teacher’s journal and other documents, such as the Teacher’s lesson plans. The results were qualitatively and quantitatively analyzed using Seliger and Shohamy (1990) techniques. The study revealed that, although the observed classes meet most of the standards of a good class in terms of language teaching methodology, there are many aspects that need to be considered and applied in order to use CLIL effectively.
format Artículo (Article)
author Mariño, Claudia Marina
author_facet Mariño, Claudia Marina
author_sort Mariño, Claudia Marina
title Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
title_short Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
title_full Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
title_fullStr Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
title_full_unstemmed Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
title_sort towards implementing clil (content and language integrated learning) at cbs (tunja, colombia)
publisher Universidad Distrital Francisco José de Caldas
publishDate 2014
url http://hdl.handle.net/11349/18116
_version_ 1712443980590874624
score 11,828437