A program evaluation of a CLIL course at IED Sofía Camargo de Lleras

Abstract

Content and Language Integrated Language Learning (CLIL) is considered as a dual focused methodology in which a second or foreign language is used as a medium in the teaching and learning of content. The syllabus and programs designed focusing on the CLIL of frameworks have their objectives articulated with goals and outcomes for teaching and learning. There has been evidence that a curriculum based upon content and topics rather than language functions and structure is efficacious in helping students develop their English in a significant and stimulating manner. In 2010, in the IED Sofia Camargo de Lleras, a public school for girls located in Barranquilla, Colombia, there was a curriculum evaluation process that determined that the English curriculum was articulated nor with the Institution`s vision or students’ needs. For instance, in the EFL classrooms, students’ declarative knowledge enabled them describe a rule of grammar and apply it in pattern practice drills and not in meaningful context of use. Worrying about this situation, actions started to be taken to face it. In 2012, a needs analysis was conducted to 10th graders. The results obtained from the data collected called for a Content and Language Integrated language program dealing with those contents that students study in their Personal Development classes. A Content Based pilot course was designed and implemented. The methodological strategies for the design and implementation were the ones proposed by Marsh (2006), Ball (2010), O’Malley & Chamot (1999) and Levelt (1993). To analyze the program’s coherence and effectiveness, it was necessary to move to the field of evaluation research using qualitative methods to collect and analyze the data (Stufflebeam & Shinkfiel, 2007).