“Engaging teachers and

students towards the

implementation of CLIL as a
strategy to improve English
language skills”

Sara Montoya
Carolina Salamanca
September 7-8, 2018
 WHY CLIL?

• To bring the English language to students

in an innovative way
• To involve content teachers
• To provide a better teaching-learning
experience
• To improve communicative skills for both
teachers and students in our Colombian
context
HOW?

2014: first project proposal. CLIL in a research context to

improve English language in the institution

2015: the project started under the research line of

Pedagogical Practices

2016: development first research project. Working in

other branches (Yopal and Chiquinquirá)

2017: development second research project in the Nursing

program

2018: third project in process. Early childhood education.

MAIN RESULTS

Evaluating the effectiveness of the use of CLIL has

shown two relevant findings:

1. The positive perception of students and teachers

about CLIL as a stimulating and motivating
strategy for learning.

2. An adaptation of LOCIT (Lesson Observation and

Critical Incident Technique) as a successful
strategy which allows a cooperative work between
the language teacher with the content teacher.
 MAIN RESULTS

Project Let´s CLIL at Unisangil 2015 2016 2017 Total

Number of teachers who applied CLIL approach in

19 25 26 70
class

Number of CLIL applications in class 11 61 67 139

Number of benefited students 114 636 547 1297

Table 1. Globlal participation in the project.

OTHER RESULTS

• The project has driven more than 80 teachers from all branches to
start a training process to improve their communicative skills in
English
• Many content teachers did the Cambridge online course “CLIL
Introduction to Theory and Practice”
• Active participation into the process “Home internationalization” of
the institution
• This strategy helps to fill the requirements for the promotion in the
teachers rung
• Teachers changed their classes dynamic as students got more
involved and motivated in class
 LOCIT

CLIL Model - Cross curricular project which

involves subject teachers planning together
(Coyle, D. 2005)1. Because our context, both
teachers, content and language are involved in
the teaching, learning and planning the process.

1
(Coyle, D. 2005. Planning Tools for Teachers. Retrieved from https://www.unifg.it/sites/default/files/allegatiparagrafo/20-
01-2014/coyle_clil_planningtool_kit.pdf)
ADAPTING LOCIT

English and CLIL Selection of

Language teacher +
training courses content and
Content teacher
competences

Apply CLIL Lesson Planning + Class visits –

activities – Both Academic material Lesson
teachers in class design Observation (LO)

Critical Incident
Future applications
Technique (CIT) for Lesson editing +
– Content teacher
reflection and Format agreement
independence
collegial support
THANK YOU!
smontoya@unisangil.edu.co
csalamanca1@unisangil.edu.co