CLIL in Ecuador

Abstract

This chapter analyses research studies on Content and Language Integrated Learning (CLIL) methodology for English language teaching in the context of Ecuador and aims to identify patterns as well as inconsistencies in the existing literature in order to contribute to the improvement of this methodology in educational settings. The analysis was carried out in light of the following categories: the methodology used for the study, including the participants, the research design, and the instruments; the factors that enhance and hinder the application of CLIL in educational contexts; and the learners’ development of language and cognitive skills. It was determined that both in practice and research, scaffolding processes have not been used, or at least not reported, in the studies analysed which could be due to the lack of knowledge and training of teachers. Furthermore, it was also found that research inconsistencies could have had an impact on the results of the studies. It is therefore suggested to train teachers and researchers on how to examine the use of CLIL as a growing phenomena in the language classroom.