Clil as a pedagogical approach to enhance speaking in the EFL classroom

Abstract

The improvement of speaking abilities demonstrates one of the most essential issues in foreign language instruction, especially when traditional strategies bring limited opportunities for genuine oral participation. In response to this situation, the Content and Language Integrated Learning (CLIL) approach has appeared as an important and practical alternative approach that combines language learning with purposeful academic content. The target of this qualitative study was to examine teachers’ insights concerning the application of the CLIL approach for learners’ oral performance and its collaboration with communication in EFL classrooms. The research was directed at Unidad Educativa Liceo Naval Salinas “Capitán Rafael Morán Valverde” and Unidad Educativa Salinas Innova with the involvement of five English teachers. Semi-structured interviews composed of ten open-ended questions were used to gather relevant information about teachers’ perceptions and observations about the integration of the CLIL approach with the educational system. The outcomes detail that teachers identify CLIL as a competent pedagogical approach that fosters students’ communicative ability, fluency, and willingness to convey knowledge in English. Moreover, the participants remarked that CLIL creates meaningful learning atmospheres where learners can actively domain the language while improving academic content. However, specific challenges such as difference in language competence levels, limited resources, and the need for teacher training. To conclude, the findings establish that the implementation of the CLIL approach can positively influence speaking improvement in EFL classrooms by fostering genuine oral participation and student engagement.