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dc.contributor.authorVega, Melita Vanessa
dc.contributor.authorMoscoso, Maria de Lourdes
dc.date.accessioned2019-12-03T14:36:34Z
dc.date.available2019-12-03T14:36:34Z
dc.date.issued2019
dc.identifier.citationVega, M. V. & Moscoso, M. L. (2019). Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom. LACLIL, 12(1), 144-176. DOI: https://doi.org/10.9452/laclil.2019.12.1.7es_CO
dc.identifier.issn2011-6721
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/10871
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/10871/pdf
dc.identifier.urihttp://hdl.handle.net/10818/38580
dc.description33 páginases_CO
dc.description.abstractContent and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions have been raised regarding the varying conditions and contexts that need to be taken into consideration in order to ensure its effectiveness. This study aimed to analyze the outcome of switching from an English for Specific Purposes (ESP) program to a CLIL program in the fourth and fifth semesters of the School of Tourism at the University of Azuay. Study participants were randomly divided into two groups: a CLIL (experimental) and a non-CLIL group (control), where the former received CLIL instruction and the latter received ESP instruction for an average of five hours per week over a period of two consecutive semesters. The findings revealed no significant increases in language proficiency or differences in achievement between the two groups, thus suggesting that the starting language level of learners influenced the results of the CLIL program.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.relation.ispartofseriesLACLIL, 12(1), 144-176
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceinstname:Universidad de La Sabanaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad de La Sabanaes_CO
dc.subjectContent and Language Integrated Learninges_CO
dc.subjectEnglish for Specific Purposeses_CO
dc.subjectContent Based Instructiones_CO
dc.subjectIntensityes_CO
dc.subjectLanguage proficiencyes_CO
dc.titleChallenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroomes_CO
dc.title.alternativeRetos en la implementación de CLIL en la educación superior: de ESP a CLIL en el aula de turismoes_CO
dc.title.alternativeDesafios na implementação do método AICL no ensino superior: do ESP à AICL na sala de aula de turismoes_CO
dc.typearticlees_CO
dc.publisher.departmentDirección de Publicaciones
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.identifier.doihttps://doi.org/10.9452/laclil.2019.12.1.7


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Attribution-NonCommercial-NoDerivatives 4.0 InternationalExcept where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International