Metodología CLIL como enfoque educativo para apoyar habilidades productivas para el inglés como lengua extranjera
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
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