Impact Of CLIL Through Metro Culture Based Lessons On Tenth Graders Oral Proficiency
Content Language and Integrating Learning (CLIL)
Resumen
This study reports the results of a research work focused on determining the effectiveness of CLIL approach through the Metro-Culture-based lessons to improve the oral proficiency of 10th graders in two public schools. The study consisted in the implementation of six workshops based on the CLIL approach (Coyle, 1999) through Metro culture-based-lesson. The participants in this research were 27 students, 15 men and 12 women in Andres Bello high schools and 26 students 14 men and 12 women in Abraham Reyes high school. The lessons took place in two public schools physically in a classroom of 28 m² equipped with a video Beam and speaker in Andres Bello and 27 m² equipped with a TV and speaker in Abraham Reyes school. For data collection the researchers administered interviews conducted to the students, an English teacher carried out external observation, and a rubric was used to evaluate the oral competency of the participants, and a journal. The result showed a positive effect on different elements of the oral competency such as vocabulary, grammar, fluency and interaction, which corroborated the improvement of oral proficiency, as well as boosted motivation and teamwork. As a conclusion, the implementation of CLIL approach through Metro culture based-lesson can bring about multiple and significant benefits to the English learners in a foreign language English environment as a foreign language classroom.
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