The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Abstract

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.

Incorporating Green Economy Issues in Preparatory Stage Students' Reading Comprehension: A CLIL Approach

“…Hence, by involving students in such performances and creativity, as well as in the reading comprehension activities, teachers can support the multiple goal of reading comprehension skills( literal , inferential , critical and creative )reading comprehension skills. There are numerous advantages and positive outcomes to the CLIL approach ,among them are increased problemsolving and decision-making abilities, teamwork .In addition to that , students took an active role through the reading tasks and activities of the proposed program that developed and focused on reading comprehension skills, which are consistent with the results of (Sanad & Amed,2014;Aguilera et al,2019 andDiab, Abdel-Haq 7 Aly,2018) Also ,students developed social and life management skills such as: goal setting , determination , motivation, persistence to face obstacles, vision, passion, devotion, self-confidence ,sense of responsibility . This is consistent with the results of ( Yusuf,2013;Sousa&Almeida,2014).…”

Listening to CLIL Practitioners

“…Overall, CLIL is an educational approach that claims to increase students' foreign language proficiency without taking up additional time in an already crammed curriculum (Lasagabaster & Sierra, 2009b). Currently, there is an array of schools, mainly private and a few public, in Colombia that are adopting and adapting this educational approach to increase students' second language proficiency (Curtis, 2012b;Otálora, 2009;Salamanca & Montoya, 2018), while others are using the approach for increased success in content area subjects (Aguilar Cortés and Alzate B., 2015;Cano Blandón, 2015;Quazizi, 2016;Quintana Aguilera, Restrepo Castro, Romero, & Cárdenas Messa, 2019). By introducing both content and language simultaneously, students could potentially find their focus split between trying to understand the content and trying to comprehend the language (Graham, Choi, Davoodi, Razmeh, & Dixon, 2018).…”

Enfoque de aprendizaje integrado de contenidos y lengua extranjera en el aprendizaje del idioma inglés en estudiantes de una Universidad Privada

“…Los resultados mostraron que esta metodología permite que los estudiantes desarrollen competencias de comunicación intercultural, habilidades de conocimiento, interés por otras lenguas y los prepara tanto personal como profesionalmente para enfrentar los desafíos del mundo actual. Quintana et al (2019), en su estudio realizado en Colombia, plantearon analizar el método CLIL con la finalidad de desarrollar las habilidades de comprensión lectora en inglés. Emplearon un enfoque cualitativo, utilizando técnicas de observación, el diario de campo y el grupo focal, sin manipular la realidad, con la participación de 21 estudiantes.…”