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| Format: | Artículo científico |
| Language: | en |
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Universidad de Antioquia
2011
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| Online Access: | https://www.redalyc.org/articulo.oa?id=255019720004 |
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| _version_ | 1866814728099069952 |
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| author | Mónica Rodríguez Bonces |
| author_facet | Mónica Rodríguez Bonces |
| contents | CLILL: Colombia Leading Into Content Language Learning Mónica Rodríguez Bonces Lengua y Literatura CLIL curriculum bilingualism Content and Language Integrated Learning (CLIL) has been adopted by many nations as a methodology to reach bilingualism. Nonetheless, the implementation of CLIL in Colombiagoes beyond teaching a core area in English. It implies a long process, including multiple factors to achieve success. This article presents a general background of the process of bilingualism in Colombia and how different kinds of institutions approach this governmental tent and Language Integrated Learning (CLIL) as a strategy to achieve bilingualism. Fourkey aspects are described to reach the goal of having a bilingual territory: language learning approach, teacher training, development of materials, and cultural and intercultural competence. It is argued that bilingualism may be achieved in the long term by addressing these four aspects when implementing CLIL. 2011 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255019720004 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.28 Vol.16 |
| format | Artículo científico |
| id | redalyc_255019720004 |
| language | en |
| publishDate | 2011 |
| publisher | Universidad de Antioquia |
| spellingShingle | CLILL: Colombia Leading Into Content Language Learning Mónica Rodríguez Bonces Lengua y Literatura CLIL curriculum bilingualism CLILL: Colombia Leading Into Content Language Learning Mónica Rodríguez Bonces Lengua y Literatura CLIL curriculum bilingualism Content and Language Integrated Learning (CLIL) has been adopted by many nations as a methodology to reach bilingualism. Nonetheless, the implementation of CLIL in Colombiagoes beyond teaching a core area in English. It implies a long process, including multiple factors to achieve success. This article presents a general background of the process of bilingualism in Colombia and how different kinds of institutions approach this governmental tent and Language Integrated Learning (CLIL) as a strategy to achieve bilingualism. Fourkey aspects are described to reach the goal of having a bilingual territory: language learning approach, teacher training, development of materials, and cultural and intercultural competence. It is argued that bilingualism may be achieved in the long term by addressing these four aspects when implementing CLIL. 2011 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255019720004 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.28 Vol.16 |
| title | CLILL: Colombia Leading Into Content Language Learning |
| topic | Lengua y Literatura CLIL curriculum bilingualism |
| url | https://www.redalyc.org/articulo.oa?id=255019720004 |