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Evaluating the implementation of content classes delivered in english in light of clil-based curriculum

dc.contributor.advisorJaramillo Restrepo, Marcela
dc.contributor.authorCano Blandón, Rubén Darío
dc.coverage.spatialSeccional Medellín. Universidad Pontificia Bolivariana. Escuela de Educación y Pedagogía. Maestría en procesos de Aprendizaje y Enseñanza de Segundas Lenguases_CO
dc.description98 p.es_CO
dc.description.abstractAt present, the constant pressure that the local government exerts on the implementation of bilingual education in both public and private schools has affected second language teaching in Colombia. As a result, some private schools have started to modify their curriculum by delivering some content subjects in English. This thesis examines the implementation of Content-Based Instruction (CBI) in a private school in Medellin-Colombia from three different perspectives: the teachers’ profile, the methodology used in the classes and the sources of knowledge. It first deals with the concepts of bilingualism, bilingual education, Content-Based Instruction (CBI), and Content and Language Integrated Learning (CLIL). It then considers the actual implementation of the teaching pracice and evaluates it in light of what CLIL proposes. The instruments used to collect the data were surveys, class observations and interviews.es_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.sourceinstname:Universidad Pontificia Bolivarianaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad Pontificia Bolivarianaes_CO
dc.subjectBilingüismo; Inglés -- Enseñanza -- Colombiaes_CO
dc.titleEvaluating the implementation of content classes delivered in english in light of clil-based curriculumes_CO

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