Integrated learning of content and foreign language for communicative teaching of academic English

Abstract

The purpose of this article is to present a review of the literature that allows us to describe Content and Foreign Language Integrated Learning (CLIL) as a methodological approach for the didactic development of communicative language teaching, particularly English. Methodologically, it responds to the theoretical research process; Therefore, it was necessary to carry out a systematic observation of the bibliography that denotes the knowledge built in this vein, through the deployment of methodological procedures for tracking, identification, organization, systematization, analysis and interpretation of data and information, as a logic of investigative action. Finally, the CLIL / CLIL approach is shown as a methodological paradigm based epistemologically on the communicative act, where language is presented as an instrument of interaction, configuring itself as a more effective way of learning, as it focuses on developing skills for functional use and communicative of another language such as English in a contextualized way.