Project work in CLIL: A bibliographical review

Abstract

Learning foreign languages has become necessary in present society, yet most government policies to promote regularly use foreign languages in their daily lives. As a result, there is a real need for new language teaching approaches traditional methods, since it involves the integration of language and content. Additionally, project work can be used in support of CLIL approaches in order to increase interaction among participants and promote learning autonomy, making this a desirable part of CLIL programs. To examine the issues surrounding project work in CLIL more closely, this paper Keywords: CLIL; project work; bilingualism; language teaching; education. ResumenEl aprendizaje de lenguas extranjeras se ha convertido en una necesidad en la sociedad actual, aunque la mayoría de las Europea señala que solo el 35% de los europeos utiliza regularmente lenguas extranjeras en su vida cotidiana. Como resultado, existe una necesidad real de nuevos enfoques de enseñanza de idiomas que mejoren el sistema educativo actual. El enfoque AICLE se ha considerado una alternativa a otros métodos más tradicionales, ya que implica la integración interacción entre los participantes y promover la autonomía en el aprendizaje, haciendo de este un método atractivo en los programas AICLE. Para examinar las cuestiones relacionadas con el trabajo de proyectos en AICLE más de cerca, este Palabras clave: AICLE; trabajo del proyecto; bilingüismo; enseñanza de idiomas; educación.

Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

“…Research has normally focused on the influence of PBL on the learning of a foreign language in EFL and in content-based instruction (Allan & Stoller, 2005;Beckett, 2005;Beckett & Slater, 2005;Beckett & Slater, 2018;Stoller, 1997Stoller, , 2006Stoller & Myers, 2020;Terrazas-Arellanes et al, 2015), but not so much specifically in CLIL (Sierra, 2011;Lagasabaster & López 2015). As Casan-Pitarch (2015) points out, the number of students analyzing the impact of PBL on students in CLIL contexts is scarce. Moreover, collecting qualitative data regarding their opinions and feelings is still an area somehow unexplored.…”

Exploring the curriculum development in content and language integrated learning: A systematic review

“…1103 have been conducted to examine CLIL development. The issues addressed in these reviews have included: 1) theories for CLIL [10,11]; 2) CLIL implementation [12][13][14][15]; and 3) CLIL evaluation [1,16]. These works discussed CLIL CD piecemeal, and most of them provided syntheses of research using traditional (narrative) methods, with the exception of some recent studies, i.e.…”

“…The latter refers to the method used to deal with phenomena which is 8 indicates that researchers used more qualitative-driven techniques than quantitative-driven ones. (38); observation (33); video (21); essay (9); task (11); content analysis(7); report (5); documents analysis (7); narration (2); portfolio(2); journal(2); classroom discourse analysis(2); conversation analysis(2); dictation(1); field note(1); language teaching wall(1)…”