Innovation in Language Learning

Edition 17

Accepted Abstracts

Implementation of the CLIL Methodology at Universidad Santo Tomás de Aquino (USTA) - Bucaramanga, Colombia

Marylin Blanco Ríos, Universidad Santo Tomás (USTA) (Colombia)

Iván Darío Cárdenas Corzo, Universidad Santo Tomás (USTA) (Colombia)

Abstract

Universidad Santo Tomás offers a CLIL professors’ training course, which aims at providing educators with the necessary methodological tools to implement their content subjects through a second language, in this case English. During the development of the course, professors are asked to design a project to be implemented in their courses. The methodology to be carried out can be sketched as follows:

1. Activation of knowledge. The content and language objectives of the class are socialized with the intention of modeling that moment so that professors replicate them in their classes. Then, an activating knowledge activity is carried out to trigger professors’ prior knowledge of content. This activity is also a model of a possible strategy to use in their classes.

2. Reflection of the theory and practice: Theory is presented and socialized including practical exercises to be transferred to their classes. Moreover, there is a space for reflection in which professors rethink their teaching practices and consider what aspects of CLIL can be included in their classes.

3. Creation / improvement of CLIL activities: Professors design activities for their classes taking into account the skills they wish to reinforce and their students’ English level. During this process, CLIL tutors are monitoring the activities professors are doing and ensuring that the activities have the elements of the CLIL methodology.

4. Present - Evaluate - Validate: Content professors present the activities created to their colleagues and CLIL tutors. This moment is to evaluate and validate how much of CLIL they have taken into account for the design of their activities. Once again, a space for reflection arises and all teachers are expected to enrich their designs with the support of all the members of the course.

At the end of the course, professors present the designed activities previously assessed by the CLIL tutors. The next step is to implement them during the semester, holding a face-to-face session with the CLIL tutor once a week. At the end of the semester, a session is held to socialize the experience lived and the adjustments to be made for the next semester.

Keywords: CLIL, Higher education, professors, professors’ training;

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