CLIL Methodology as an Educational Approach to Support Productive Skills for EFL

Abstract

The process of teaching and learning English as a foreign language needs improvement, and this study aims to address the effectiveness of CLIL in the educational context. The main objective is to gather relevant bibliographic information to verify whether the use of the CLIL methodology can have a positive impact on the productive skills of young learners of English as a foreign language. To achieve this, an in-depth examination of previous studies, general information, the advantages of the CLIL methodology, and its potential contribution to improving oral and writing communication skills is required. It is worth noting that there is a shortage of relevant literature and research on this particular topic in some South American countries, unlike other countries. Furthermore, the present research involved the collection and analysis of existing studies, which lends credibility to the findings. In particular, some aspects of Content and Language Integrated Learning (CLIL) have not been widely applied or known by teachers and students in South American educational institutions. As a result, there are many weaknesses in the implementation of the CLIL methodology that do not effectively contribute to students' improvement and acquisition of language learning. The most relevant conclusion shows that the CLIL methodology is applied and contributes to the improvement of the English language, but unfortunately, there is not much information from research work on the contribution of CLIL to the productive skills of the foreign language.