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CLIL and Flipped Learning approaches: A pedagogical intervention in Higher Education

Year: 2025

Type: article

Abstract: This article discusses the results of implementing Content Language Integrated Learning (CLIL) and Flipped Learning from a language teachers’ contribution and perspectives by restructuring the content professor’s teaching practices. This case study was conducted in a private University in Bogota, Colombia. The data were collected through focus group, semi-structured interview, and non-participant observations. Certain modifications were found regarding the inclusion of warm up, lead-in and vocabulary sections within the use of multimodal resources. In addition, collaborative tasks led towards communicative performance in the English as a Foreign Language (EFL) classroom.

Source: Revista Latinoamericana de Calidad Educativa.

DOI: 10.70625/rlce/110

Authors: Laura Johanna Velasquez Castellanos, María Susana Tamayo Arango, Daniel Hernando Rojas Rodríguez

Institution: Universidad El Bosque

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4409853374

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