Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia
ilustraciones, gráficos, tablas
- Autores:
-
Méndez Agudelo, Laura Camila
Recalde Ruiz, Sofia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2025
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4813
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4813
- Palabra clave:
- Unidad didáctica
AICLE
Habilidad auditiva
Didactic unit
CLIL
Listening skills
- Rights
- openAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
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Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| dc.title.titleenglish.spa.fl_str_mv |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| title |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| spellingShingle |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia Unidad didáctica AICLE Habilidad auditiva Didactic unit CLIL Listening skills |
| title_short |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| title_full |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| title_fullStr |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| title_full_unstemmed |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| title_sort |
Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia |
| dc.creator.fl_str_mv |
Méndez Agudelo, Laura Camila Recalde Ruiz, Sofia |
| dc.contributor.advisor.none.fl_str_mv |
Ramos Acosta, Lizeth |
| dc.contributor.author.none.fl_str_mv |
Méndez Agudelo, Laura Camila Recalde Ruiz, Sofia |
| dc.contributor.orcid.spa.fl_str_mv |
https://orcid.org/0000-0002-9035-1992 |
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https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000869546 |
| dc.subject.proposal.spa.fl_str_mv |
Unidad didáctica AICLE Habilidad auditiva |
| topic |
Unidad didáctica AICLE Habilidad auditiva Didactic unit CLIL Listening skills |
| dc.subject.keywords.eng.fl_str_mv |
Didactic unit CLIL Listening skills |
| description |
ilustraciones, gráficos, tablas |
| publishDate |
2025 |
| dc.date.accessioned.none.fl_str_mv |
2025-01-29T13:07:35Z |
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2025-01-29T13:07:35Z |
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2025 |
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bachelor thesis |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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http://purl.org/coar/resource_type/c_7a1f |
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http://hdl.handle.net/20.500.12993/4813 |
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Instname:Unidad Central del Valle del Cauca |
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reponame:Repositorio Institucional Unidad Central del Valle del Cauca |
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repourl:https://repositorio.uceva.edu.co/ |
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http://hdl.handle.net/20.500.12993/4813 |
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Instname:Unidad Central del Valle del Cauca reponame:Repositorio Institucional Unidad Central del Valle del Cauca repourl:https://repositorio.uceva.edu.co/ |
| dc.language.iso.spa.fl_str_mv |
eng |
| language |
eng |
| dc.relation.references.eng.fl_str_mv |
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Interactive Learning Environments, 32(2), 772–786. https://doi.org/10.1080/10494820.2022.2098776 Ashby, I., & Exter, M. (2018). Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers. TechTrends, 63(2), 202–208. https://doi.org/10.1007/s11528-018-0352-z Bans-Akutey, A., & Tiimub, B. (2021). Triangulation in Research. Academia Letters, Article 3392. Ball, P. (2018). Innovations and Challenges in CLIL Materials Design. Theory Into Practice, 57(3), 222–231. https://doi.org/10.1080/00405841.2018.1484036 Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford: Oxford University Press, 320 pp. DOAJ (DOAJ: Directory of Open Access Journals). https://doaj.org/article/426aaabe29da4addb86143ea094a6215 Bentley, K. (2010). The TKT Course CLIL Module. Cambridge University Press. Boyes, N., & Gallagher, A. (2019). Content Brings Learning to Life: A Short Introduction to the CLIL Approach. Brand, J., & Calvache, J. (2021). The incidence of doodling on English vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a bilingual school in Tuluá. Repositorio Uceva. https://repositorio.uceva.edu.co/handle/20.500.12993/2887 Brooks, T. M. (2019). Teaching Listening through the CLIL Method [Journal-article]. https://llt.org.in/wp-content/uploads/2021/08/issue-20-Teaching-Listening.pdf Bruton, A. (2013). CLIL: Some of the reasons why... and why not. Departamento de Lengua Inglesa, Universidad de Sevilla. Buck, G. (2001). What Practitioners Say about Listening: Research Implications for the Classroom. Foreign Language Annals, 17: p31. Budert-Waltz, T. (2022). Pretest-Posttest Design: Types & Examples. Cambridge University. (2018). Young learners’ English tests (YLE): Sample Papers “Flyers.” Cambridge University Press. https://www.cambridgeenglish.org/Images/423014-cambridge-english-young-learners-sample-papers-2018-volume-2.pdf Cardoso, A. (2021). Didactics and its contributions to teaching practice. https://www.nucleodoconhecimento.com.br/education/contributions Chang, A., Millett, S., & Renandya, W. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3), 422–438. https://doi.org/https://doi.org/10.1177/0033688217751468 Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE Publications. Cobo, G., Ramos, L., & González, H. (2020). Políticas públicas sobre bilingüismo en Colombia y la formación de docentes de lenguas extranjeras. In La formación del profesorado. Teoría y práctica pedagógica (pp. 25-42). Editorial Universidad Santiago de Cali. https://libros.usc.edu.co/index.php/usc/catalog/download/352/492/7026?inline=1 Common European Framework of Reference for Languages (CEFR). (2023, October 7). Listening Comprehension. https://www.coe.int/en/web/common-european-framework-reference-languages/listening-comprehension Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. Creswell, J. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. http://www.mim.ac.mw/books/John%20W.%20Creswell's%20Research%20Design%203rd%20Ed.pdf Creswell, J. (2022). The Nature of Mixed Methods Research. SAGE Publications. https://www.sagepub.com/sites/default/files/upm-binaries/35003_Chapter1.pdf Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles? Cambridge University Press. Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Charting promises premises and research on content and language-integrated learning. Language use and language learning in CLIL classrooms, John Benjamins, Amsterdam, pp. 1-19. Dzulkurnain, M. I., Irianto, S., Rasmita, R., Uktolseja, L. J., Hartono, W. J., & Manurung, T. (2024). Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis. Journal on Education, 6(4), 18941–18953. https://doi.org/10.31004/joe.v6i4.5876 EF Education First. (2023). EF EPI 2023 – EF English Proficiency Index. https://www.ef.com.co/epi/ English Time Valle 2020. (2020). Englishtimevalle2020.com. https://www.englishtimevalle2020.com/ Erçi̇k, H., & Di̇ri̇k, M. (2023). Data Analysis for Smart Grid and Communication Technologies. https://as-proceeding.com/index.php/icsis/article/download/621/571 Evani, T., Atanga, L., Nforbi, E., Biloa, E., Helen, N., & Balinga, S. R. (2016). How language influences social development: A cross-cultural analysis of the language of development in sub-Saharan African multi-linguistic communities. https://www.allresearchjournal.com/archives/2016/vol2issue6/PartI/2-3-157-590.pdf Gulec, S., & Durmus, N. (2015, June). A Study Aiming to Develop Listening Skills of Elementary Second Grade Students. https://www.researchgate.net/publication/278742346_A_Study_Aiming_to_Develop_Listening_Skills_of_Elementary_second_Grade_Students Harrop, E. (2012). Content and Language Integrated Learning (CLIL): Limitations and possibilities. (Vols. 21–21, pp. 57–70) [Journal-article]. https://files.eric.ed.gov/fulltext/ED539731.pdf Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence-based nursing. 2013;16(4):98–98. Herbert, F. (2020, July 13). Different language teaching methods. Northwest Career College. https://www.northwestcareercollege.edu/blog/different-language-teaching-methods/ Hüttner, J., & Rieder-Bünemann, A. (2010). Language Use and Language Learning in CLIL Classrooms. John Benjamins. Imbeau, M. (2011). Leading and Managing a Differentiated Classroom. Hawker Brownlow Education. Ladino, G., Mena, K., & Espinal, P. (2016). The Implementation of CLIL Approach in Instituto Técnico Superior, Primary School. https://repositorio.utp.edu.co/server/api/core/bitstreams/9b825c8d-a0ee-4b60-aa5e-a27497b9913e/content Lifelong Learning Program. (2020). Guía CLIL. https://www.languages.dk/archive/clil4u/book/CLIL%20Book%20ES.pdf Luna, G., Nava, A., & Martínez, D. (2022). The field diary as a teaching tool during the learning process in information design. https://www.scielo.org.mx/scielo.php?pid=S244884372022000100245&script=sci_abstract&tlng=en Mariño, C. (2014). Towards implementing CLIL (content and language integrated learning) at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal, 16(2), 151. https://doi.org/10.14483/udistrital.jour.calj.2014.2.a02 McDougald, J., Duarte, D., Quesada, L., & Sánchez, F. (2023). Listening to CLIL Practitioners: An Overview of Bilingual Teachers’ Perceptions in Bogota. Colombian Applied Linguistics Journal, 25(1), 97–117. https://doi.org/10.14483/22487085.18992 Mehisto, P. (2008). Building Bilingual Education System: Forces, Mechanisms, and Counterweights. Cambridge: Genesee. Mehisto, P., Marsh, D., & Frigols, M. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Education. Miles, M., & Huberman, M. (1984). Qualitative Data Analysis: An Expanded Sourcebook. SAGE Publications. Monge, V. (2015). La codificación en el método de investigación de la grounded theory o teoría fundamentada. World Languages Department, East Side Union High School District. Movva, S., Alapati, P., Veliventi, P., & Maithreyi, G. (2022). The effect of pre, while, and Post Listening Activities on developing EFL students’ listening skills. Theory and Practice in Language Studies, 12(8), 1500–1507. https://doi.org/10.17507/tpls.1208.05 Nagendra, K., English, A., Reddy, M., & College, E. (2014). Listening as A Basic Skill of Communication, 3(4), 31–32. Nieto, E. (2019). The acquisition of l2 listening comprehension skills in primary and secondary education settings: A comparison between clil and non-clil student performance. RLA, 56(2), 13–34. https://doi.org/10.4067/s0718-48832018000200013 Noble, N., & Heale, R. (2019). Triangulation in research, with examples. BMJ Journals, 22(3). https://ebn.bmj.com/content/22/3/67 Ostovar-Namaghi, S. A., & Nakhaee, S. (2019). The effect of CLIL on language skills and components: A meta-analysis. https://ijal.khu.ac.ir/article-1-3030-en.pdf Pokrivčáková et al. (2015). CLIL in Foreign Language Education. Nitra University. Pladevall-Ballester, E., & Vallbona, A. (2016). CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills. System, 58, 37–48. Ramos, L., & Valderruten, A. (2017). Development of listening and linguistic skills through the use of a mobile application. English Language Teaching, 10(9), 95–107. Richards, J. (2006). Communicative Language Teaching Today. 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Herrán, I. (2019). Las Dificultades en el Aprendizaje del inglés como Lengua Extranjera en los Grados Octavo y las Posibilidades de Usar CLIL para Superarlas en el Colegio IED Alexander Fleming. ICFES. (2024). Reporte de Resultados del Examen Saber 11° por Aplicación 2023-4. Establecimientos Educativos [Report]. https://www.icfes.gov.co/web/guest/acerca-examen-saber-11 IE Diego Rengifo Salazar. (2023, January 30). Nuestra Institución - IE Diego Rengifo Salazar. Edu.Co https://iediegorengifo.edu.co/index.php/nuestro-colegio/ León, S., Mendoza, M., & Quintero, C. (2021). Inglés, avances, retrocesos y desafíos. Cámara de Comercio Cali. https://www.ccc.org.co/inc/uploads/2022/09/Informe-anual-mesa-de-bilinguismo-2021.pdf Mancipe, M., & Ramírez, C. (2019). El papel del lenguaje en la construcción de explicaciones en la clase de ciencias en contextos bilingües a través del enfoque CLIL. Colombian Applied Linguistics Journal, 21(1), 105–122. https://doi.org/10.14483/22487085.13095 Ministerio de Educación Nacional. (2019). Bases para una nación bilingüe y competitiva. https://www.mineducacion.gov.co/1621/article-97498.html Ministerio de Educación Nacional. (2006). Formar en lenguas extranjeras: inglés ¡el reto! (1.a ed., Vol. 1). Colombia Aprende. Ministerio de Educación Nacional. (2016). Mallas de Aprendizaje de inglés. Para transición a 5° de Primaria. https://eco.colombiaaprende.edu.co/wp-content/uploads/2021/10/Mallas-de-Aprendizaje_VF-1-1.pdf Ramos, L., & Valderruten, A. (2014). Beneficios del uso de tecnologías inalámbricas de respuesta en exámenes de inglés. Contextos, 3 (12), 45-54. Roldán, A. (2016). Obstáculos en el Aprendizaje del inglés como Lengua Extranjera en Dos Grupos de Población Bogotana. https://repository.udistrital.edu.co/bitstream/handle/11349/6611/Rold?sequence=1 Sybing, R. (2024, July 10). ¿Qué es la codificación abierta en la investigación cualitativa? https://atlasti.com/es/research-hub/codificacion-abierta Tarazona, L. (2019). Fortalecimiento de las habilidades comunicativas en inglés en estudiantes de primaria a través de una intervención pedagógica mediada por TIC. https://revistas.udg.co.cu/index.php/roca/article/view/1210/2183 |
| dc.relation.references.seng.fl_str_mv |
Liubinienė, V. (2009). Developing Listening Skills in CLIL. Ludwig, J. (2023, May 5). Foreign language teaching methods and how to choose the best for you. |
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Derechos reservados - Unidad Central del Valle del Cauca |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
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Ramos Acosta, LizethMéndez Agudelo, Laura CamilaRecalde Ruiz, Sofiahttps://orcid.org/0000-0002-9035-1992https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000869546Tuluá, Valle del Cauca, ColombiaTuluá2025-01-29T13:07:35Z2025-01-29T13:07:35Z2025http://hdl.handle.net/20.500.12993/4813Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasThis research investigates the incidence of the implementation of a didactic unit based on Content and Language Integrated Learning (CLIL) on the development of listening skills in English of fourth-grade students in the educational institution Diego Rengifo Salazar, located in the municipality of Bugalagrande, Valle del Cauca, Colombia. Recognizing the challenges in English proficiency in the Colombian context, this study aims to improve students' listening skills through interdisciplinary integration of natural science content. Using a sequential exploratory design with a mixed approach, the research combines qualitative observations and quantitative pre- and post-intervention assessments to evaluate the effectiveness of the CLIL didactic unit. The findings indicate that the CLIL approach fosters a more engaging learning environment, increases motivation, and improves listening comprehension, demonstrating its potential as an effective and innovative pedagogical strategy for English language acquisition in a natural way, adapted to the environment and students' needs. In addition, the research facilitates feedback spaces where students can interact among peers, contributing to holistic learning in which they feel comfortable and achieve meaningful acquisition of both target language and interdisciplinary content.Abstract / Introduction / Chapter I: Problem Statement / 1.1. Research Question / 1.2. General Objective / 1.3. Specific Objectives / 1.4. Rationale / Chapter II: Referential Framework 2.1. International Background Studies / 2.2. National Background Studies / 2.3. Local Background Studies / 2.4. Theoretical Framework / 2.4.1. English Language Learning / 2.4.2. Content and Language Integrated Learning (CLIL) / 2.4.3. Soft CLIL / 2.4.4. 4C’s Framework / 2.4.5. Language Triptych / 2.4.6. Listening Skills / 2.4.7. Assessment of Listening Skills / 2.4.8. Didactic Units / 2.4.9. Interdisciplinary / Chapter III: Methodology / 3.1. Methodological Approach / 3.2. Research Design / 3.3. Research Scope / 3.4. Research Context / 3.5. Population / 3.6. Implementation Process / 3.7. Instruments for Data Collection / 3.7.1. Pre- and Post-test / 3.7.2. Content of the Tests / 3.7.3. Didactic Unit Based on CLIL / 3.7.4. Field Diaries: Observations Through UCEVA Field Diaries / 3.7.5. Data Analysis Grid / 3.8. Data Analysis Process / 3.8.1. Open Coding / 3.8.2. Emerging Categories / 3.8.3 Quantitative Data Analysis Process / Chapter IV: Results Analysis / 4.1. Qualitative Results Analysis / 4.1.1. Category 1: Motivation and Positive Attitudes Towards English Learning / 4.1.2. Category 2: Students’ Awareness of Content and Language Integration / 4.1.3. Category 3: Natural Science Content Learning / 4.1.4. Category 4: Students’ Needs Towards Listening Activities / 4.1.5. Category 5: Other / 4.2. Quantitative Results Analysis / 4.2.1. Statistical Analysis of the Data / Chapter V: Discussion / Conclusion / Recommendations / References / AppendixLicenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThis research investigates the incidence of the implementation of a didactic unit based on Content and Language Integrated Learning (CLIL) on the development of listening skills in English of fourth-grade students in the educational institution Diego Rengifo Salazar, located in the municipality of Bugalagrande, Valle del Cauca, Colombia. Recognizing the challenges in English proficiency in the Colombian context, this study aims to improve students' listening skills through interdisciplinary integration of natural science content. Using a sequential exploratory design with a mixed approach, the research combines qualitative observations and quantitative pre- and post-intervention assessments to evaluate the effectiveness of the CLIL didactic unit. The findings indicate that the CLIL approach fosters a more engaging learning environment, increases motivation, and improves listening comprehension, demonstrating its potential as an effective and innovative pedagogical strategy for English language acquisition in a natural way, adapted to the environment and students' needs. In addition, the research facilitates feedback spaces where students can interact among peers, contributing to holistic learning in which they feel comfortable and achieve meaningful acquisition of both target language and interdisciplinary content.Teaching processes in foreign languagesPDF186 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, ColombiaImplementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombiabachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónUnidad didácticaAICLEHabilidad auditivaDidactic unitCLILListening skillsAbedin, M. 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