Evaluación de la carrera de docencia en ingles bajo la óptica del enfoque AICLE

Abstract

This study analysis the extent to which the EFL program complies with the principles of the CLIL approach. Students from the fourth, fifth and seventh semesters of this program participated in the study. An English proficiency test was administered, some writing assignments were analyzed to assess the development of higher order thinking skills; and finally, a survey was applied to find out the students’ perceptions in the development of language, content and higher order thinking skills in the content subjects. The results showed that 52% of the students do not reach a B2 level according to the Common European Framework of Reference for Languages, which is considered a minimum requirement to teach EFL classes; therefore, it was concluded that the participants need to develop language skills to take content subjects in a foreign language. Furthermore, it could be said that the three dimensions of this approach (content, language and procedures) are not considered when planning classes; consequently, students are not developing them simultaneously.