roggersilva218@gmail.com

Licenciado en Ciencias de la Educación Mención Ingles

Magister en Docencia Universitaria y Administración Educativa

Especialista en Diseño Curricular por Competencias

Traducción e Interpretación de Idiomas - Traducción de Idioma Inglés Español Inglés

Pedagogical and Language Skills Training - Kansas State University

(Ecuador)

Reception: 10/10/2023 - Acceptance: 01/25/2024

1st Review: 01/08/2024 - 2nd Review: 01/21/2024

Documento acessível. Lei N° 26.653. WCAG 2.0

Suggested reference: Silva Herrera, R.M. (2024). CLIL methodology as an educational approach to support productive skills for EFL. Lecturas: Educación Física y Deportes, 29(311), 195-206. https://doi.org/10.46642/efd.v29i311.7266

 

Abstract

    The process of teaching and learning English as a foreign language needs improvement, and this study aims to address the effectiveness of CLIL in the educational context. The main objective is to gather relevant bibliographic information to verify whether the use of the CLIL methodology can have a positive impact on the productive skills of young learners of English as a foreign language. To achieve this, an in-depth examination of previous studies, general information, the advantages of the CLIL methodology, and its potential contribution to improving oral and writing communication skills is required. It is worth noting that there is a shortage of relevant literature and research on this particular topic in some South American countries, unlike other countries. Furthermore, the present research involved the collection and analysis of existing studies, which lends credibility to the findings. In particular, some aspects of Content and Language Integrated Learning (CLIL) have not been widely applied or known by teachers and students in South American educational institutions. As a result, there are many weaknesses in the implementation of the CLIL methodology that do not effectively contribute to students' improvement and acquisition of language learning. The most relevant conclusion shows that the CLIL methodology is applied and contributes to the improvement of the English language, but unfortunately, there is not much information from research work on the contribution of CLIL to the productive skills of the foreign language.

    Keywords: CLIL metodology. Learning. Writing.

 

Resumen

    El proceso de enseñanza aprendizaje en inglés como lengua extranjera necesita mejorar y este estudio tiene como objetivo abordar la efectividad de CLIL en el contexto educativo. El objetivo principal es recolectar información bibliográfica relevante para verificar si la utilización de la metodología CLIL puede tener un impacto positivo en las habilidades productivas de los jóvenes estudiantes de inglés como lengua extranjera. Para lograr esto, se requiere un examen en profundidad de estudios previos, información general, las ventajas de la metodología CLIL y su contribución potencial para mejorar las habilidades comunicativas orales y de escritura. Vale la pena señalar que hay escasez de literatura e investigaciones relevantes sobre este tema en particular en algunos países de América del Sur, a diferencia de otros países. Además, la presente investigación implicó la recopilación y análisis de estudios existentes, lo que da credibilidad a los hallazgos. En particular, algunos aspectos de la metodología CLIL (Content and Language Integrated Learning) no han sido ampliamente aplicados ni conocidos por profesores y estudiantes en instituciones educativas sudamericanas. Como resultado, existen muchas debilidades en la aplicación de dicha metodología las cuales no contribuyen eficazmente a la mejora y la adquisición del aprendizaje de los estudiantes. La conclusión más relevante muestra que la metodología CLIL se aplica y contribuye a la mejora del idioma inglés, pero desafortunadamente no hay mucha información de trabajos investigativos sobre el aporte de CLIL a las habilidades productivas del idioma extranjero

    Palabras clave: Metodología CLIC. Aprendizaje. Escritura.

 

Resumo

    O processo de ensino-aprendizagem em Inglês como língua estrangeira necessita de melhorias e este estudo pretende abordar a eficácia do CLIL no contexto educativo. O objetivo principal é recolher informação bibliográfica relevante para verificar se a utilização da metodologia CLIL pode ter um impacto positivo nas competências produtivas de jovens estudantes de Inglês como língua estrangeira. Para tal, é necessário um exame aprofundado de estudos anteriores, informação de base, as vantagens da metodologia CLIL e o seu potencial contributo para a melhoria das competências de comunicação oral e escrita. Vale a pena notar que há uma escassez de literatura e pesquisas relevantes sobre este tema específico em alguns países da América do Sul, ao contrário de outros países. Além disso, a presente pesquisa envolveu a coleta e análise de estudos existentes, o que confere credibilidade aos resultados. Em particular, alguns aspectos da metodologia CLIL (Content and Language Integrated Learning) não têm sido amplamente aplicados ou conhecidos por professores e alunos em instituições educacionais sul-americanas. Como resultado, existem muitas fragilidades na aplicação da referida metodologia que não contribuem efetivamente para a melhoria e aquisição da aprendizagem dos alunos. A conclusão mais relevante mostra que a metodologia CLIL é aplicada e contribui para a melhoria da língua inglesa, mas infelizmente não há muita informação proveniente de trabalhos de investigação sobre o contributo do CLIL para as competências produtivas da língua estrangeira.

    Unitermos: Metodologia CLIC. Aprendizagem. Escritura.

 

Lecturas: Educación Física y Deportes, Vol. 29, Núm. 311, Abr. (2024)

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Introduction 

 

    The development and improvement of English language skills should include the incorporation of innovative methodologies and creative strategies that provide students with the means to augment their knowledge base. In light of this concern, it has been observed that the production of English language as much in speaking as in writing skills poses a considerable challenge for students who need a closer examination of research pertaining to Content and Language Integrated Learning (CLIL). The scarcity of knowledge and scholarly contributions related to CLIL in South American high schools has resulted in certain impediments in its implementation, leading to students experiencing boredom with outdated and repetitive teaching methods.

 

    It is worth emphasizing that speaking and writing abilities have a pivotal role in effective communication across diverse environments encompassing both educational and professional contexts. That is why, it is imperative to explore avenues for enhancing grammar, vocabulary and comprehension strategies through language utilization within various academic subjects. It is also crucial to underscore how Content and Language Integrated Learning (CLIL) empowers students to forge connections between ideas, enabling them to communicate orally and in a written way with greater efficacy and produce linguistically adept outputs specific to the language and content at hand.

 

    Consequently, the application of this method has emerged as a salient topic for discussion among researchers, as it was introduced as an alternative approach aimed at bolstering learners' communicative and writing abilities. As it is evident, the objective of this review article is to gather meaningful bibliographic information to verify whether the utilization of the CLIL methodology can have a positive impact on the productive skills of English as a Foreign Language (EFL) young students.

 

Methodology 

 

    The systematic literature review approach and a comparative analysis were useful as methodology to analyze and compare the findings and contributions of different studies, which helped to identify trends, gaps, and areas of consensus or disagreement in the literature about CLIL methodology.

 

CLIL as a modern methodology 

 

    Various bibliographic inputs have supported the CLIL methodology; that is why, it is important to start by mentioning that CLIL stands for Content and Language Integrated Learning. In this sense, Hemmi, & Banegas (2021) assert that the inception of Content and Language Integrated Learning (CLIL) as an educational method can be traced back to the mid-1990s when it was introduced within the framework of a European multilingual policy, the authors also cited that the core of CLIL education lies in fostering cognitive growth and nurturing the capacity for critical thinking. In another contribution, Barrios, & Milla (2020) consider that it is widely accepted that CLIL represents an innovative educational approach that has the potential to enhance pedagogical effectiveness in schools.

 

    Regrettably, a notable drawback frequently observed is the insufficient or inadequate training of teachers, a challenge that both educational institutions and students grapple with on a daily basis. From another perspective, Coyle (2007) agrees that CLIL involves the integration of language into various subject matter, a fusion perceived as a pedagogical tool that fosters comprehensive learning. Additionally, Lesca (2012) argues that in the present interconnected global society, the proficiency in another language not only aids learners in honing their abilities in their native tongue but also equips them with the tools to convey concepts related to science, the arts, and technology to individuals worldwide, therefore, within a CLIL learning environment, both the academic subject matter and the acquisition of a new language skill are seamlessly intertwined, fostering the integration of critical thinking and learning skills as well.

 

    In the words of researcher, Bruton (2013) points out that CLIL is envisioned to enhance the formal development of content. Nevertheless, the study highlights that its success in education has been hampered by the deficiency in preparation and formal expertise among educators On the other hand, McDougald (2016) concurs that CLIL facilitates bilingualism immersion and asserts that language intertwined with content contributes to a more robust acquisition of new knowledge and improved language skills. The author also concludes that CLIL offers valuable learning opportunities encompassing both language and subject matter

 

Benefits of CLIL in language education 

 

    CLIL in education evolves as a pedagogical tool that supports the language and content acquisition. In this concern, Madrid Fernandez et al. (2019) agree that CLIL is regarded as a contemporary approach that facilitates the introduction of innovation into the classroom. This is achievable due to its adaptability and applicability across various subjects. Additionally, the authors emphasize that CLIL serves as a motivational instrument, igniting students' enthusiasm and willingness to actively engage with new educational material. Consequently, the study underscores the pressing requirement for teacher training, enabling educators to effectively handle both subject matter and language components within CLIL instruction.

 

    Furthermore, Le and Nguyen (2022) explain that CLIL can be put into practice across several educational levels, ranging from primary school to university. The efficacy of CLIL in facilitating the acquisition of a new language by students has been substantiated. It is also included that, CLIL contributes to the cultivation of additional skills, encompassing cognitive abilities, cultural awareness, and general academic knowledge. Nevertheless, existing literature has highlighted various impediments to the widespread adoption of the CLIL approach, primarily stemming from a shortage of adequately trained educators and the requisite instructional resources. Consequently, it is advised that principals and educational authorities from the government prioritize the enhancement of teacher training and resource allocation.

 

    In another study, Rafi, & Morgan (2023) state that students expressed a positive outlook regarding the potential benefits of this blended approach. Conversely, the teacher expressed reservations, primarily concerned with the complex ideological aspects that could arise due to the socio-political realities in the Bangladeshi context. The study advocates for initiating dialogues within educational communities, strategic planning for the integration of using two languages practices, and the development of teacher education programs aimed at harnessing the advantages offered by the combined approach of using two languages as support the learning in CLIL. In a similar way, Acosta Coronel (2020) highlights the significant and beneficial impact of CLIL in heterogeneous classrooms that consist of students with varying language proficiency levels and diverse backgrounds; the author underscores the importance of being well-prepared, effective, and positive when delivering this type of instruction. In conclusion, the success of this demanding implementation relies on the attitude of teachers who must also cultivate additional skills like critical thinking, creativity, and innovation.

 

    In addition, Hu et al. (2022) assert that CLIL holds promise in enhancing the learning experiences of language learners across various proficiency levels, encompassing both their effectiveness in learning and their emotional engagement. However, the authors affirm that it is essential to maintain a critical perspective and not regard CLIL as a universal solution for all language learning challenges. Instead, there is a need for additional research conducted within classroom settings to further enrich our understanding of CLIL's performance and its impact on learners' emotional experiences.

 

    There is considerable research about the benefits that CLIL can cause in the new language acquisition. In this sense, Ruiz de Zarobe (2010) includes that CLIL supports the development of intercultural communication skills, offer chances to explore content from various angles, make subject-specific language terminology accessible, enhance proficiency in the target language, foster the growth of spoken communication abilities, broaden the range of classroom activities and approaches, boost motivation for learning.

 

    Furthermore, it is said that the implementation and the interpretation of CLIL methodology might be different in various countries. Additionally, Kusmayadi, & Suryana (2017), emphasize that there are three distinct approaches to the CLIL method that educators can employ efficiently in the classroom. This allows teachers to choose how they wish to integrate these CLIL types into their teaching process. These three types of CLIL are as follows:

1. Hard CLIL: This involves dedicating half of the curriculum to the target language while teaching the content.

2. Mid CLIL: This pertains to using the CLIL method for a limited number of hours within the curriculum.

3. Soft CLIL: This involves incorporating language instruction through various subjects within the curriculum.

    All of these characteristics aim to enhance both language proficiency and content understanding. By the same token, Agustin Llach, & Canga Alonso (2016) agree that CLIL significantly contributes to the expansion of vocabulary and lexical knowledge among students learning English as a foreign language. In addition, Zanoni (2021) after conducting a research in several Italian schools mentioned that the results indicate that students tend to view CLIL as a favorable experience and valuable preparation for their future education or employment opportunities.

 

    Furthermore, Canga Alonso, & Arribas Garcia (2015) emphasize that one of the most significant advantages of implementing CLIL methodology in schools is the substantial expansion of students' vocabulary. This enhancement not only boosts learners' self-confidence but also deepens their content knowledge. From a similar perspective, Roiha, & Mäntylä (2022) concur that CLIL methodology studies predominantly lean toward quantitative research, emphasizing the need for more qualitative investigations. In this context, the authors present their own findings, demonstrating a favorable attitude towards and effective learning outcomes from integrating English language into subject-specific content. Correspondingly, Martinez (2020) states that CLIL has a positive influence on cognitive, linguistic, and social skills in public schools and their student populations.

 

    Similarly, Surmont et al. (2014) assert that CLIL contributes to cognitive advantages by enhancing both language and content learning, particularly when it engages students in subjects like Math, stimulating their cognitive faculties. Additionally, the authors highlight that CLIL fosters increased interaction between teachers and students. It is also important to highlight that Griva, & Kasvikis (2014) indicate that incorporating CLIL into classroom settings fosters cultural sensitivity and motivates students to engage in collaborative problem-solving while applying language skills within the context of the subject matter.

 

    On the other hand, Recino (2020) contends that teachers should possess a high level of proficiency in both their academic qualifications and teaching performance. This is because contemporary demands necessitate the ability to effectively integrate language and subject matter expertise, while also demonstrating proficiency in utilizing up-to-date pedagogical approaches that enhance students' language skills. In this context, flipped classrooms and CLIL are seen as the most appropriate methods to bolster teaching practices and facilitate the acquisition of language and subject matter knowledge. In parallel, Suwannoppharat, & Chinokul (2015) state that the educative process needs some improvement, since it is very important that teachers can be able to select the adequate approach that enhances the learners’ language acquisition. In this way, it is suggested to use the CLIL 4 Cs dimensions that stand out for communication, context, culture and cognition, which support cultural communication, cooperative learning and motivation. From a similar perspective, Meyer (2010) asserts that the implementation of CLIL methodology still presents some drawbacks such as lack of appropriate didactic material and teachers’ ignorance towards successful classes’ interventions. The author also suggests developing interested planning that includes a variety of materials and strategies that supports the content and language learning.

 

CLIL to support communicative competence 

 

    Developing communicative competence is highly important for students who want to express their ideas or thoughts in English as a foreign language. In this sense, Smajla (2021) asserts that CLIL methodology should be integrated into the lesson planning process from the outset, with strategies comprising innovative and motivating activities. The author firmly believes that CLIL consistently yields positive outcomes. In this concern, Aladini, & Jalambo (2021) state that incorporating drama into CLIL provides an ideal setting for the English curriculum in Palestinian classrooms. The utilization of drama in CLIL simplifies content comprehension, as it closely aligns with students' daily lives and offers an engaging approach that facilitates improved interaction with various scenarios. Employing drama proves to be effective and beneficial in fostering speaking skills among English as Foreign Language (EFL) learners. In addition, joining drama to support speaking skills maximizes students' involvement and active participation in speaking activities, both individually and in group settings.

 

    As a result, many students displayed motivation and enthusiasm when engaging in speaking tasks. Similarly, Muszyńska et al. (2017) concur that the integration of CLIL into drama education equips students with diverse skills and encourages critical thinking through active and creative participation. These attributes collectively demonstrate that CLIL methodology makes a substantial contribution to the educational process, particularly in the development of English as a foreign language. Furthermore, Piacentini et al. (2022) make a valuable contribution by highlighting the positive impact of CLIL immersion in various countries, emphasizing how it greatly enhances science learning. They emphasize that CLIL allows teachers to harness their creativity and innovate their classes using a wide array of resources.

 

    In a separate study, Mahan et al. (2018) incorporated Science and Mathematics into language lessons, filming the classes using the Protocol for Language Arts Teaching Observation (PLATO). They discovered that language and content mutually reinforce each other, facilitating the acquisition of English. In another research conducted in Cuenca, Ecuador. Furthermore, Benalcázar, Bermeo, & Ortega-Auquilla (2019) underscore the significance of implementing the CLIL methodology among high school students. They highlight that this approach notably enhances oral communication skills and that the students have a positive perception of its impact.

 

    In a study conducted in Argentina, Cendoya et al. (2008) highlight that the implementation of the CLIL approach creates a secure and familiar setting for both educators and students, fostering successful teaching and learning processes and outcomes. Within this framework, teachers have the opportunity to introduce real-world scenarios into the classroom, effectively transforming it into a natural learning environment for both thematic and linguistic content. It's worth emphasizing that students acquire content from topics that deeply engage and motivate them, encompassing a variety of genres and text types. This approach not only enhances their linguistic and communicative competence but also promotes cognitive development, critical thinking, and literacy-related skills. These skills enable learners to comprehend, analyze, produce communicative competence effectively and generate written text.

 

    In relation to writing skills, Lahuerta (2020) states that implementing CLIL in writing activities helps to enhance various elements of writing such as syntax, morphology, lexical, punctuation and spelling. In addition, Aguirre-Alarcon (2022) asserts that the development of English as a Foreign Language skills falls short of expectations. This motivated him to conduct a study in which he incorporated didactic written materials containing pertinent information, along with listening and writing exercises covering various subjects such as music, history, natural science, civics, social science, arts, and literacy. The research findings demonstrated notable improvements in students' language skills, and they reported feeling more confident in their new learning endeavors. Taking a similar perspective, in alignment with this research, Olsson (2015) collected compelling evidence and affirmed that CLIL significantly contributes to improving academic vocabulary. Furthermore, students' writing abilities are enhanced, resulting in increased knowledge in both content and language.

 

    In another research, Chumbay, & Ochoa (2020) observe that certain Ecuadorian students residing in Cuenca city exhibit a preference for engaging with subjects like History, Biology, and Literature through the medium of English language and content. Notably, their written skills displayed significant enhancements, particularly in terms of organization and syntax. On the other hand, Argudo et al. (2018) assert that higher-order thinking skills remain underdeveloped due to teachers' omission of content, language, and procedures in their instructional plans. This indicates deficiencies in the teaching and learning process and suggests that educators may not be adequately prepared or ready to confront the challenges of achieving successful outcomes when integrating CLIL into their lessons.

 

    From another contribution, Puente et al. (2022) agree that the CLIL method is employed to incorporate learners' language proficiency while also imparting techniques for handling their emotions and cultivating a positive mindset. In this regard, three meaningful exercises tailored for adolescent learners are proposed. These activities aim to help them recognize and assess their emotions during the learning process, while also fostering critical thinking, creativity, and collaborative teamwork. The activities include: talking about emotions, knowing what emotions are and managing emotions, in all three activities, the learners are able to use their oral and writing abilities to enhance their communicative competence.

 

    At this point, there is a contradictory article written by Banegas et al. (2020), in which the authors concluded that CLIL to support the main language skills in Latin America is not applied in a right way and that there is a lack of research about its importance and application. On the other hand, two years later, according to Banegas (2022), it is highlighted that CLIL has received significant recognition in South America, primarily due to its focus on three key aspects: intercultural communicative competence, enhanced learning motivation, and the development of good citizenship. In summary, CLIL methodology is seen as an educational tool that transcends boundaries, creating opportunities for the exchange of knowledge across diverse countries and societies.

 

Conclusions 

 

    After analyzing extensive bibliographic research about CLIL, it is drawn that the immersion of this innovative methodology in different classrooms and levels is positive and appealing. However, there are some shortcomings that need to be considered.

 

    One of the main disadvantages about CLIL is that teachers lack of training, and both language and content skills need special abilities to be taught, it means that the level of English is acceptable but not so satisfactory as to teach a class with deep content in other subjects.

 

    Another key point to be highlighted is that students feel motivated and engaged when they are learning new vocabulary, as a consequence, they are able to apply new words in other subjects.

 

    Speaking and writing are productive skills that need of a variety of resources and creative activities. However, it depends on the teachers that students can develop and feel comfortable when they are applying their writing tasks. In this regard, it can be concluded that CLIL promotes the enhancement of communicative skills by involving vocabulary and background knowledge.

 

    Finally, it is drawn that the lack of research about CLIL for supporting productive skills is a disadvantage that affect investigators and teachers who are involved in the EFL academic development.

 

References 

 

Acosta Coronel, B. (2020). Mixed-ability CLIL classes [Trabajo de Fin de Máster. Departamento de Filología Inglesa, Universidad de Jaén]. https://hdl.handle.net/10953.1/13074

 

Aguirre Alarcón, C.A. (2022). CLIL approach for the development of listening skills [Master's Thesis. Pontificia Universidad Católica del Ecuador]. https://repositorio.pucesa.edu.ec/handle/123456789/3532

 

Agustín-Llach, M.P., & Canga Alonso, A. (2016). Vocabulary growth in young CLIL and traditional EFL learners: evidence from research and implications for education. International Journal of Applied Linguistics, 26(2), 211-227. https://doi.org/10.1111/ijal.12090

 

Aladini, A., & Jalambo, M. (2021). Dramatizing the CLIL to Promote Learners' Speaking Skills and Their Self-efficacy. Universal Journal of Educational Research, 9(1), 37-52. https://doi.org/10.13189/ujer.2021.090105

 

Argudo, J., Abad, M., Fajardo-Dack, T., & Cabrera, P. (2018). Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador. Latin American Journal of Content and Language Integrated Learning, 11(1), 65-86. https://doi.org/10.5294/laclil.2018.11.1.4

 

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Rafi, A.S.M., & Morgan, A.M. (2023). Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom. Critical Inquiry in Language Studies, 20(1), 20-45. https://doi.org/10.1080/15427587.2022.2090361

 

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Ruiz de Zarobe, Y.R. (2010). Written production and CLIL: An empirical study. Language use and language learning in CLIL classrooms (pp. 191-212). John Benjamins Publishing Company. https://doi.org/10.1075/aals.7.10rui

 

Smajla, T. (2021). The Suitability of Foreign Language Teaching in Childhood According to the CLIL Approach: The Foreign Language Teachers' Attitudes. English Language Teaching Educational Journal, 4(1), 1-14. https://doi.org/10.12928/eltej.v4i1.3702

 

Surmont, J., Van de Craen, P., Struys, E., & Somers, T. (2014). Evaluating a CLIL student: Where to find the CLIL advantage. In Integration of theory and practice in CLIL (pp. 55-72). Brill. https://doi.org/10.1163/9789401210614_005

 

Suwannoppharat, K., & Chinokul, S. (2015). Applying CLIL to English language teaching in Thailand: Issues and challenges. Latin American Journal of Content & Language Integrated Learning, 8(2), 237-254. https://doi.org/10.5294/3163

 

Zanoni, F. (2021). Students’ View on CLIL: Perceived Benefits and Limitations. Educazione Linguistica. Language Education, 10(2), 261-278. https://doi.org/10.30687/ELLE/2280-6792/2021/02/005

Lecturas: Educación Física y Deportes, Vol. 29, Núm. 311, Abr. (2024)