The Impact of Content Learning Integrated Language (CLIL) on the Speaking Skill in the EFL Classroom at the Secondary Level

Abstract

Many authors assert that the dual focus on CLIL on language and content develops higher-order critical thinking, cognitive engagement and fosters motivation. Originally emerging in Europe, the versatility and adaptability of this approach led to wider adoption in other parts of the world leading to multiple empirical and contextual articles. The purpose of this study was to identify the impact of CLIL on developing English language skills at the secondary level in Latin America to allow students to learn a second language in a meaningful context. Thus, this study uses a descriptive qualitative method to analyze studies that focus on the main challenges in applying CLIL at the secondary level, as well as how it has been implemented in Latin America over the last decade through different and interactive strategies that allow the students to increase oral communication in context.