Dora Concepcion Calvo Gastañaduy, Lelis Roseni López Meléndez, Ricardo Martín Gómez Arce, Carola Claudia Calvo Gastañaduy
DOI: 10.59427/rcli/2023/v23cs.3300-3306
The purpose of this work is to know how the acquisition of specific academic knowledge and the foreign language, English, in this case, are integrated into CLIL (Content and Language Integrated Learning) contexts in a higher-level class. For this analysis, a total of 84 scientific articles from journals indexed in English in the Scopus database from the last 3 years were reviewed. The sample was made up of 17 articles, which were selected because they fit the objective of the review. Regarding the results, it can be mentioned that this methodology is largely beneficial, both for the students and the teachers who work on it in the classroom. When course content and language objectives are designed with students’ needs in mind, there is no limit to who can benefit in their learning. The CLIL approach and frequent exposure to the English language help improve content apprehension and communicative competence, which guarantees success in vocational training.
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