Examining the effectiveness of the CLIL approach in the natural science subject for first graders in a subsidized school

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dc.contributor.advisorLobos Vásquez, Leyla
dc.contributor.authorPadilla Riveros, Gilda
dc.contributor.editorFacultad de Humanidades y Educación
dc.date.accessioned2019-08-20T17:11:57Z
dc.date.available2019-08-20T17:11:57Z
dc.date.issued2014
dc.descriptionTesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)es
dc.description.abstractThis study aims at examining the effectiveness of a new approach, namely CLIL (Content Language Integrated Learning), to be implemented in the first grade science curriculum in a subsidized school. An experiment was carried out with two groups of students (control group and experimental group). Both groups took a pretest to gauge their knowledge of science and the English language. The experimental group (Group B) received instruction through the CLIL approach, while the control group (group A) did not. The intervention was carried out b) teaching a theme-based unit of science content called "Times of the Day and Seasons of the Year". using English as the medium. Both groups were compared based on their achievement scores on a post test. Analyses of the results support the hypothesis that the CLIL approach provides students with greater opportunities to develop better communicative skills. by using English as a foreign language to a greater extent when applied to the natural science curriculum. lt is necessary to continuce researching and experimenting with CLIL approach in order to officially establish this in chilean school curriculums.es
dc.identifier.urihttp://repositorio.unab.cl/xmlui/handle/ria/9842
dc.language.isoenes
dc.publisherUniversidad Andrés Belloes
dc.subjectEnseñanza del Ingléses
dc.subjectChilees
dc.subjectEscuelas Subvencionadases
dc.titleExamining the effectiveness of the CLIL approach in the natural science subject for first graders in a subsidized schooles
dc.typeTesises
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