Desarrollo
de la capacidad de lectura a través de la metodología CLIL
Gabriela Margarita Ramírez Casco. [1]
& Jazmina Ivonne Mena Mayorga.2
Recibido: 08-05-2021 / Revisado: 19-05-2021 /Aceptado: 12-06-2021/
Publicado: 05-07-2021
Introduction. In the mid-90s, as a result of the
language policies adopted in Europe to improve the language skills of its
citizens, a new approach to language learning emerged, this was named, Cont=
ent Integrated
Learning and Foreign Languages (CLIL). With the same vision, within the cha=
nges
made in its educational policy, since 2016 Ecuador implements this approach=
in
its foreign language curriculum. Objective. The objective of this work was =
to
provide evidence on the effectiveness of Content and Language Integrated
Learning (CLIL) in the acquisition of reading competence compared to the
traditional learning of English as a foreign language (EFL) in the first ye=
ar
of Bachillerato at Unidad Educativa Riobamba. Methodology. The study was
carried out based on a quantitative method, quasi experimental design and it
was applied in two moments: pre and post- test. In order to determine the
statistical differences in the reading comprehension process between the two
groups of students, CLIL reading texts were applied to a population of 60
students, which 30 students represented the control group and all the other
remaining students were the experimental group. The control group was evalu=
ated
after using the textbook as the only class teaching material and, the
experimental group, was evaluated after receiving CLIL classes using its
corresponding materials. Results. The results indicated that students in the
experimental group showed at the end of the project, a significant developm=
ent
in reading comprehension and vocabulary. Conclusion. Therefore, through this
research it was determined that the use of CLIL texts directly influenced t=
he
development of reading comprehension and requires teachers to start using t=
his approach.
Keywords: Content and Language Integrated Learning, reading
comprehension, vocabulary.
Resumen
Introducción.
A mediados de los años 90, como resultado de las políticas lingüísticas
adoptadas en Europa para mejorar las habilidades lingüísticas de sus
ciudadanos, surgió un nuevo enfoque para el aprendizaje de idiomas, este fue
denominado Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL).
Con la misma visión, dentro de los cambios realizados en su política educat=
iva,
desde 2016 Ecuador implementa este enfoque en su currículo de lenguas
extranjeras. Objetivo. El objetivo de este trabajo fue evidenciar la
efectividad del Aprendizaje Integrado de Contenidos y Lengua (CLIL) en el
desarrollo de la comprensión lectora en contraste con el aprendizaje
tradicional de inglés como lengua extranjera (EFL) en el primer año de
Bachillerato de la Unidad Educativa Riobamba. Metodología. El estudio basad=
o en
un método cuantitativo de diseño cuasi experimental se lo aplicó en dos
momentos: pre y pos-test. Con el propósito de identificar las diferencias
estadísticas en el proceso de comprensión lectora entre los dos grupos de
estudiantes, se aplicaron textos de lectura CLIL a una población de 60
estudiantes, de los cuales 30 estudiantes representaron el grupo de control=
y
los otros 30 conformaron el grupo experimental. El grupo de control fue
evaluado luego de utilizar el libro de texto como único material de clase y=
, el
grupo experimental, fue evaluado luego de recibir las clases CLIL utilizando
sus correspondientes materiales. Resultados. Los resultados mostraron que, =
al
final del proyecto, los estudiantes del grupo experimental lograron alcanza=
r un
desarrollo significativo en comprensión lectora y vocabulario. Conclusión. =
Así
entonces, a través de este trabajo de investigación se determinó que el uso=
de
textos CLIL influyó directamente en el desarrollo de la comprensión lectora=
y
requiere que los docentes comiencen a utilizar este enfoque.
Palabras clave:
Aprendizaje integrado de contenido y lenguaje, comprensión lectora,
vocabulario.
Introduction.
In the
mid-90s, within European language policies, the Content and Language Integr=
ated
Learning (CLIL) model emerged as a proposal to improve linguistic competenc=
e in
foreign or additional languages in citizenship. From here on,=
an
idea focused on the development of multilingualism with the protection of
identity languages begins to be sought. Something that seemed
contradictory in origin becomes a sine qua non of what European language po=
licy
is, thus in this context, plus the contribution of technology, which is
creating the most multilingual generation in history, draws a scenario of w=
hat
that is clearly happening today, the need for multilingual profiles but at =
the
same time the need to protect those languages that are in dan=
ger
of extinction.
With the same
vision, within the changes in educational policy that arise in Ecuador in 2=
016,
a new foreign language curriculum was implemented which responds to the nee=
ds
of the Ecuadorian reality. Between the basic principles of the curricular
proposal, Content and Language Integrated Learning
(CLIL) is established as a model used to integrate language
learning linked to cultural and cognitive aspects, thus, the acquisition of
this language will be the engine for the development of students (Ministry =
of
Education, 2016).
As stated, this
multifaceted approach improves the level of proficiency that students have =
in
English. There are a large number of studies focused mainly on a secondary
education context in which the benefits of CLIL are reported, but there are=
aspects
in these findings that are not conclusive, such as the classification of
language skills that are favorably affected or not by this approach. This
situation motivated us to inquire about the results of the implementation of
this approach, and specifically with regard to reading skills since this is=
a
topic that motivates discussion because many of educational problems in the
country are attributed to it. This is reasonable, since Ecuador is one of t=
he
countries in the region where fewer books are read per year (Matamoros. 201=
9)
Considering
that reading is the most important instrument in the academic environment
(Khatib, 2012) and consequently it is one of the aspects that must be achie=
ved
by students in order to develop other skills (Tiara 2018), it is necessary =
to
know about the results of the implementation of this approach, specifically
with regard to the aforementioned skill, in our educational environment. An=
alyzing
the results of the instruments applied to the subjects, in the current
educational reality, it will be possible to define the factors that influen=
ce
the development of reading skills in a CLIL context, also allowing the
necessary corrections to be made at the time of their application and, thus,
the student s ´ willingness to better development in their academic work in
pursuit of their goals, thus avoiding academic failure (Lamas, 2008).
Methodology.
Literature
Review
Content and Language
Integrated Learning (CLIL) has to do with the teaching of subjects such as:
Science, History, Arts, Geography, Physical Education and, somewhat discuss=
ed,
Mathematics to students through a foreign or additional language. David Mar=
sh and
Anne Maljers began their promotion in 1994 (Marsh, 2000). The approach
integrates contents of general subjects motivating the learner with phrases
such as "You can do it." In this way, students are exposed to
processes as close as possible to the natural way in which they learn other
academic content (Marsh, 2012)
CLIL model poses challenges for the teacher. Thus,
there is a need for teachers to be willing to assume responsibility for the
development of language awareness (Mehisto, 2008). Another challenge is rel=
ated
to production levels since these can be highly variable depending on the
thinking maturity of each student. Its evolution requires a space of
interaction to unite the understanding capacity of the subjects by students.
This takes the bases in what Baker (2009) affirms regarding that, the person
makes explanations of a topic, then the contextual construction and
deconstruction of concepts appear and arise as an interactive action reachi=
ng
high levels of complexity (Llinares and Morton 2010).
This approach has to do with situations where
subjects, or parts of subjects, are taught through a foreign language for d=
ual
purposes; content learning and simultaneous foreign language learning.
According to Baker (2009), this method leads to activate the mental process=
es
of contextual construction and concept construction interactively, they move
away from simple description since the class requires materials loaded with
details that facilitate the understanding of the problem and the proposal of
solutions (Llinares and Morton 2010). It is about the practical and natural=
use
of a foreign language that must surround the learner while acquiring knowle=
dge
about another subject.
The principles of the CLIL
method
These four principles are essential for CLIL. They
should be used as the framework to create and deliver successful lessons:
Communication: Communication has to do with studen=
ts
using the L2 to communicate their thoughts, attitudes, opinions, and others
related to the content of the lesson. Both speech and writing are emphasize=
d as
students "learn to use language and use language to learn" (Mehis=
to,
Marsh & Frigols, 2008).
Culture: Culture, also known as community and
citizenship, has to do with the learning community of a class and school an=
d, more
extensively, to local and global cultures. Learners are encouraged and
committed to understand themselves as citizens of the world and to understa=
nd
both their own culture and others. The ultimate purpose is to promote
international awareness and understanding.
Cognition: This concerns the critical thinking ski=
lls students
use to engage and understand the content of a course, to solve problems, an=
d to
reflect on their learning.
Content: Content refers to the topic or topics of =
the
lesson or course. Examples of different content areas include history, scie=
nce,
math, geography, or others.
CLIL implementation offers numerous advantages but=
teachers
who desire to be successful in CLIL classrooms should consider the main pri=
nciples
(Mehisto et al., 2008):
1.&n=
bsp;
Authenticity: The use of authentic
materials, authentic case and authentic content from the real world such as
daily newspapers, brochures, flight attendance in airline business
courses/topics.
2.&n=
bsp;
Multiple focus: The use of a vari=
ety
of activities helps develop the students’ several skills at the same time.
Automatic learning will occur.
3.&n=
bsp;
Active learning: The students are
active in both the preparation and presentation stages. The teacher has to
encourage the students to take a role in all steps of learning. Participati=
on can
activate active learning.
4.&n=
bsp;
Safe learning environment: Famili=
ar
classroom setting and peer participation help the students feel safe and le=
arn
new things without less worry.
5.&n=
bsp;
Scaffolding: The teacher is a
facilitator and peers are consultants through class discussion. The teacher=
has
to be ready to help the students all the time and also to encourage them to=
be
good peers in helping each other to learn.
Public Policy for the teaching of English learning=
in
Ecuador
The Professional Teacher Performance through its
standards, allows us to implement the characteristics and practices of a
teacher accredited as such, who, in addition to having mastery of the speci=
fic
area, shows other characteristics that strengthen his/her performance, such=
as
the use of innovative and varied pedagogy, permanent updating, good
relationship with students and parents, professional ethics, among others.
These standards refer to all these elements and allow the teacher to frame
their performance within clear parameters. The purpose of the Professional
Teacher Performance standards is to promote teaching that allows all Ecuado=
rian
students to achieve their profiles declared by the National Curriculum for
Basic General Education and for the Bachillerato.
Domain 1 - Language: This domain is related to the
knowledge about the English language that teachers should know. In order to
better understand this domain, 2 subdivisions are made. The first is relate=
d to
the "Structure of English and Communication", where teachers must
master certain topics such as: Phonology, Morphology, Pragmatic, Syntax and
Semantics.
All this knowledge must be used to develop the four
skills (listening, speaking, reading and writing) in the students. Likewise,
professionals in this area must have extensive knowledge of theories and
research related to the acquisition of English.
Domain 2 - Culture: As each language is always
strongly affected by the culture of the country of origin, the culture of
students attempting to learn a second language cannot be underestimated. In
this way, teachers must have knowledge related to the culture of the langua=
ge
to be taught and about the cultural identity of the students. It is also
important to use resources to better understand our culture, such as the
culture of a foreign language. All this must be done with the aim of mitiga=
ting
false stereotypes and strengthening links between the two countries, since =
it
will be an efficient way to achieve meaningful learning.
Domain 3 - Curriculum Development: This domain is
related to planning, implementation and management strategies of English. In
addition, teachers must know about teaching strategies and adaptations of t=
he
curriculum. Everything with the aim of satisfying the needs and interests of
their pupils. On the other hand, their annual plans, units and skills shoul=
d be
based on the students' competencies, learning styles, educational experienc=
es
and knowledge.
Domain 4 - Assessment: Teachers have a clear
understanding of assessment concepts and processes. Similarly, they use the
necessary resources to provide adequate reinforcement after each assessment=
.
Domain 5- Professionalism and Ethical Commitment: =
As
in any profession, teachers must not stop investigating, analyzing and appl=
ying
new techniques, methods and knowledge. On the one hand, teachers must
demonstrate knowledge of history, research, public education policies, and
up-to-date practices in the field of education. Also, they should participa=
te
in workshops, seminars and any other opportunity to strengthen their teachi=
ng
skills and acquire new ones. Finally, those professionals must promote the
practice of values and laws protected in the Constitution of Ecuador.
Reading and CLIL
The essence of
CLIL is that it is about teaching and learning content and, language is the=
key
to a more complete understanding of the subject (Mehisto et al., 2008). When
the word comprehension comes out, it refers to reading comprehension, and i=
t is
well known that reading is a term frequently used in the teaching and learn=
ing
process, but to date there is no consensus on what it means exactly (Strako=
vá
& Sepešiová, 2015), however it is necessary to detail its importance in=
the
process of learning a foreign or additional language.
It is said that
reading can help improve other language skills of a language because of all=
the
information and structures it provides. In relation to this, Goodman (1996)
stated that reading is a psycholinguistic guessing game because it is a pro=
cedure
of teaching grammar, vocabulary and pronunciation. With this argument, ther=
e is
no doubt that reading can be used as a tool to improve other aspects of the
language and its skills. In addition, writers such as Mikulecky & Jeffr=
ies
(2005) stated that reading is one of the most important skills in teaching a
second language because it promotes imagination and curiosity, increments
lexical competence, motivates readers to get new experiences and build
meaningful knowledge.
It is importan=
t to
mentioning that reading is an intentional process that demands strategies to
construct the meaning of the text; consequently, including strategies in its
implementation is essential, as they contribute to the acquisition of
vocabulary and facilitate understanding. When we read, we make our own
interpretations and create meaning based on our prior knowledge, experience=
s,
and educational background, which means that a text cannot be understood by=
two
people in the same way (Goodman, 1970).
Reading Comprehension.
Whoever has an
efficient reading comprehension implies that he/she also has a social and
educational background of the individual and the use of reading strategies.=
In
this sense, Smith (1982) mentioned that reading comprehension is the proces=
s of
making sense of the world by means of the relation between previous anteced=
ents
and the new information. If the readers do not have knowledge or experience=
on
a topic, there will be no understanding of the text, which is the ultimate =
goal
of reading (Winch et al., 2006). Thus, if the text is not understood, the
reading process is purposeless.
In relation to=
the
process of understanding a text, Nuttall (1996) proposes six levels that co=
uld
be considered: (a) Literal comprehension, which is the superficial meaning =
that
a reader gives to the text based on vocabulary, places, dates and times; (b)
reorganization, where students can answer specific questions about the text
concerning numbers, names among ot=
hers;
(c) inference, there students answer questions that go beyond simple, expli=
cit
and literal information; (d) predictions, have to do with evaluating one's
prior knowledge by means of answering questions about the text. At this poi=
nt,
readers can predict what will happen next; (e) evaluation, it happens when
students become aware about the quantity they have learned after this proce=
ss.
To sum up, comprehensive reading is a complex process that goes beyond simp=
ly
understanding of letters and symbols.
This study was
carried out based on a quantitative approach. Firstly, the problem was set,=
specified
and limited at the beginning of the study. Secondly, the hypothesis was pre=
viously
established ergo, this investigation had a hypothesis before data gathering.
Finally, the data gathering was measurable and the results were analyzed
through a statistical process. The following research was carried out by the
quasi-experimental design. It was applied to two groups: control and
experimental. Both groups of similar characteristics. At the end of the
intervention plan, the results were compared and analyzed.
This work star=
ted
with a descriptive level of research, each variable independently through t=
he
literature presented in the theoretical framework were analyzed. The two
variables were detected, so that, there were data in which this study was b=
ased
on. Additional reason why this research started with this level of research=
was
that the results of the pre and post-tests were associated and carefully an=
alyzed.
In addition, t=
his
investigation got to a second stage, this was the correlational research. T=
hus,
it determined if the independent variable, CLIL texts, influences the depen=
dent
variable, reading comprehension. This level of study allowed the researcher=
to
know if there was any relation between the two variables. The population of
this study were sixty (60) students. They were students of the First year o=
f Bachillerato, classes “E” and “H” at Uni=
dad
Educativa Riobamba, being “E” the experimental group, and “H” the control
group. There were thirty students (30) in the experimental group and thirty
students (30) students in the control. A sample was not necessary due to the
fact that the population size was small.
Both groups to=
ok
the pre and post-test and post-test but, only the experimental group
experienced learning by reading comprehension using CLIL texts presented in=
the
intervention plan. The researcher employed some instruments for the
effectiveness of this research, these were: pre-test, post-test and reading
comprehension rubric
The pre-test w=
as
planned and designed in order to measure the dependent variable and to know=
the
level of the students´ reading comprehension. It is important to mention th=
at
the instruments were validated by experts in the area of languages. It had =
four
parts and fourty items that permitted to measure reading comprehension and =
vocabulary.
The students had 90 minutes to read the texts, analyze them and answer
questions. It was graded by means of a rubric.
Post-test was
designed with very similar questions to the pre-test. It allowed to measure
reading comprehension and vocabulary. It lasted 90 minutes to read the text=
s,
analyze them and answer corresponding questions. Additionally, it went along
with the objectives and operationalization of the dependent variable of this
research.
Due to the fact
that the dependent variable of this research is the reading comprehension
skill, a rubric was used. It allowed measuring each participant’s performan=
ce
on the reading comprehension, vocabulary, general understanding and detailed
understanding. Through the rubric, each participant has a grade in both the
pretest and posttest. This grade permitted to compare the results of the
pre-test and post-test.
Results.
|
Pre-test
control group and experimental group |
|||||||
|
Pre-test experimental group |
|||||||
|
Student |
Comprehension |
Vocabulary |
Total |
Student |
Comprehension |
Vocabulary |
Total |
|
1 |
2 |
2 |
4 |
1 |
3 |
2 |
5 |
|
2 |
2 |
2 |
4 |
2 |
3 |
3 |
6 |
|
3 |
2 |
2 |
4 |
3 |
1 |
2 |
3 |
|
4 |
2 |
2 |
4 |
4 |
1 |
2 |
3 |
|
5 |
2 |
4 |
6 |
5 |
3 |
1 |
4 |
|
6 |
3 |
2 |
5 |
6 |
2 |
2 |
4 |
|
7 |
2 |
2 |
4 |
7 |
3 |
2 |
5 |
|
8 |
3 |
2 |
5 |
8 |
3 |
2 |
5 |
|
9 |
3 |
2 |
5 |
9 |
3 |
2 |
5 |
|
10 |
2 |
2 |
4 |
10 |
3 |
2 |
5 |
|
11 |
3 |
2 |
5 |
11 |
3 |
2 |
5 |
|
12 |
3 |
2 |
5 |
12 |
2 |
2 |
4 |
|
13 |
3 |
2 |
5 |
13 |
2 |
2 |
4 |
|
14 |
3 |
2 |
5 |
14 |
2 |
2 |
4 |
|
15 |
2 |
2 |
4 |
15 |
2 |
3 |
5 |
|
16 |
2 |
2 |
4 |
16 |
2 |
1 |
3 |
|
17 |
2 |
2 |
4 |
17 |
2 |
2 |
4 |
|
18 |
3 |
2 |
5 |
18 |
2 |
1 |
3 |
|
19 |
3 |
2 |
5 |
19 |
3 |
2 |
5 |
|
20 |
3 |
2 |
5 |
20 |
3 |
2 |
5 |
|
21 |
3 |
2 |
5 |
21 |
3 |
2 |
5 |
|
22 |
3 |
2 |
5 |
22 |
3 |
2 |
5 |
|
23 |
3 |
2 |
5 |
23 |
3 |
2 |
5 |
|
24 |
3 |
2 |
5 |
24 |
3 |
4 |
7 |
|
25 |
3 |
2 |
5 |
25 |
3 |
2 |
5 |
|
26 |
2 |
2 |
4 |
26 |
3 |
2 |
5 |
|
27 |
2 |
2 |
4 |
27 |
3 |
2 |
5 |
|
28 |
2 |
2 |
4 |
28 |
3 |
2 |
5 |
|
29 |
2 |
2 |
4 |
29 |
2 |
2 |
4 |
|
30 |
2 |
2 |
4 |
30 |
3 |
2 |
5 |
|
X |
2.50 |
2.07 |
4.57 |
X |
2.57 |
2.03 |
4.60 |
|
Table 1. |
|||||||
|
Author: Ramírez, G.
(2020) |
|
Post-test
control group and experimental group |
|||||||
|
Post-test
control group |
Post-test
experimental group |
||||||
|
Student |
Comprehension |
Vocabulary |
Total |
Student |
Comprehension |
Vocabulary |
Total |
|
1 |
5 |
5 |
10 |
1 |
4 |
5 |
9 |
|
2 |
5 |
4 |
9 |
2 |
4 |
5 |
9 |
|
3 |
4 |
5 |
9 |
3 |
4 |
5 |
9 |
|
4 |
5 |
4 |
9 |
4 |
4 |
5 |
9 |
|
5 |
4 |
5 |
9 |
5 |
4 |
5 |
9 |
|
6 |
5 |
4 |
9 |
6 |
5 |
5 |
9 |
|
7 |
5 |
5 |
10 |
7 |
4 |
5 |
9 |
|
8 |
5 |
5 |
10 |
8 |
5 |
4 |
9 |
|
9 |
4 |
5 |
9 |
9 |
4 |
5 |
9 |
|
10 |
4 |
5 |
9 |
10 |
5 |
5 |
9 |
|
11 |
5 |
5 |
10 |
11 |
4 |
5 |
10 |
|
12 |
5 |
5 |
10 |
12 |
5 |
5 |
10 |
|
13 |
5 |
5 |
10 |
13 |
5 |
5 |
10 |
|
14 |
5 |
5 |
10 |
14 |
5 |
5 |
10 |
|
15 |
5 |
5 |
10 |
15 |
5 |
5 |
10 |
|
16 |
4 |
5 |
9 |
16 |
5 |
5 |
10 |
|
17 |
5 |
5 |
10 |
17 |
5 |
5 |
10 |
|
18 |
5 |
5 |
10 |
18 |
5 |
5 |
10 |
|
19 |
4 |
5 |
9 |
19 |
5 |
5 |
10 |
|
20 |
5 |
4 |
9 |
20 |
5 |
5 |
10 |
|
21 |
4 |
5 |
9 |
21 |
5 |
5 |
10 |
|
22 |
5 |
4 |
9 |
22 |
5 |
5 |
10 |
|
23 |
4 |
5 |
9 |
23 |
5 |
5 |
10 |
|
24 |
4 |
5 |
9 |
24 |
5 |
5 |
10 |
|
25 |
4 |
5 |
9 |
25 |
5 |
5 |
10 |
|
26 |
4 |
5 |
9 |
26 |
5 |
5 |
10 |
|
27 |
5 |
5 |
10 |
27 |
5 |
5 |
10 |
|
28 |
5 |
5 |
10 |
28 |
5 |
5 |
10 |
|
29 |
5 |
5 |
10 |
29 |
5 |
5 |
10 |
|
30 |
5 |
5 |
10 |
30 |
5 |
5 |
10 |
|
X |
4.63 |
4.83 |
9.47 |
X |
4.73 |
4.97 |
9.67 |
|
Table 2. |
|||||||
|
Author: Ramírez, G.
(2020) |
|
Comprehension |
|
|
Pre-test
control |
2,50 |
|
Pre-test
experimental |
2,57 |
|
Post-test
control |
4,63 |
|
Post-test
experimental |
4,73 |
|
Table 3. |
|
|
Author: Ramírez=
, G.
(2021) |
|
Analysis and Interpretation
Question a=
bout
comprehension in the pre-test, the average of 30 students in the control gr=
oup
was 2,50 and the average of the experimental group in this question was 2,5=
7.
These values show that both groups had almost the same average regarding
comprehension in the pre-test. Similarly, the average in the post-test of t=
he
control group was 4,63 and the average of the experimental group was 4,73.
Thus, these values show that there was an increase of 0.10 after the
application process for the average in the experimental group.
|
Vocabulary |
|
|
Pre-test
control |
2,07 |
|
Pre-test
experimental |
2,03 |
|
Post-test
control |
4,83 |
|
Post-test
experimental |
4,97 |
|
Table 4. |
|
|
Author: Ramírez=
, G.
(2020) |
|
Analysis and Interpretation
Question a=
bout
vocabulary in the pre-test, average in control group was 2,07 and average of
experimental group was 2,03. These values show that both groups had the same
average regarding vocabulary in the pre-test. Same way, average of the
post-test control was 4,83 and the average of the post-test experimental was
4,97. Subsequently, these values show that there was an increase of 0.14 af=
ter
the application for the average in experimental group.
Conclusions.
·
CLIL te=
xts
improve reading comprehension on learners who were studying at the Unidad
Educativa Riobamba. The data analysis showed that at the beginning of the
course, students started with a specific level on their reading comprehensi=
on
but after applying CLIL texts in classes their level and grades improved,
consequently their reading comprehension was improved.
·
It was
found that using CLIL as a teaching tool, made students have a favorable
development in English reading comprehension. The reason to claim this
statement is the improvement in grades and the average that experimental gr=
oup
got in comparison with control group and additionally learners felt motivat=
ed
and enjoyed classes.
·
Finally,
CLIL was considered an effective strategy to be applied in classes because =
of
the good grades students got and also because the researcher defined that t=
he
relation between CLIL texts and comprehension is based on a better
understanding of CLIL texts used.
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ES
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uence=3D1&isAllowed=3Dy
<= o:p>
PARA CITAR EL ARTÍCULO INDEXADO.
Ramírez
Casco, G. M., & Mena Mayorga, J. I. (2021). Reading skill development through CLIL Methodology=
. ConcienciaDigital, 4(3), 68-80. https://doi.org/10.33262/concienciadigital.v4i3.17=
02
El artículo que se
publica es de exclusiva responsabilidad de los autores y no necesariamente
reflejan el pensamiento de la Revi=
sta Conciencia
Digital.
El
artículo queda en propiedad de la revista y, por tanto, su publicación parc=
ial
y/o total en otro medio tiene que ser autorizado por el director de la Revista Conciencia Digital.
[1] U.E Riobamba, Riob=
amba,
Ecuador. Gabriela.m.ramirez.c@pucesa.edu.ec, http://orcid.org/0000-0002-169=
6-3587
<=
sup>2 Pontificia Univers=
idad
Católica del Ecuador – Sede Ambato, Maestría en Pedagogía del Inglés como
Lengua Extranjera, Tungurahua, Ecuador, jazmin_menamayorga@hotmail.com, htt=
p://orcid.org/0000-0002-5073-5967
www.concienciadigital.org =
Vol. 4, N°3, p. 68-80, julio - septiembre, 20