The Impact of Content Learning Integrated Language (CLIL) on the Speaking Skill in the EFL Classroom at the Secondary Level

  • Lucía Tapia Universidad Católica de Cuenca | Cuenca | Ecuador
  • Melita Vega Universidad Católica de Cuenca | Cuenca | Ecuador
Keywords: Content and Language Integrate Learning; Speaking skills; Strategies; Challenges; and Cognitive Abilities.


Many authors assert that the dual focus on CLIL on language and content develops higher-order critical thinking, cognitive engagement and fosters motivation. Originally emerging in Europe, the versatility and adaptability of this approach led to wider adoption in other parts of the world leading to multiple empirical and contextual articles. The purpose of this study was to identify the impact of CLIL on developing English language skills at the secondary level in Latin America to allow students to learn a second language in a meaningful context. Thus, this study uses a descriptive qualitative method to analyze studies that focus on the main challenges in applying CLIL at the secondary level, as well as how it has been implemented in Latin America over the last decade through different and interactive strategies that allow the students to increase oral communication in context.


Download data is not yet available.


Metrics Loading ...

Author Biographies

Lucía Tapia, Universidad Católica de Cuenca | Cuenca | Ecuador

Mg. en Educación Mención en Gestión y Liderazgo. Lcda. En Idiomas Mención Plurilingue Inglés, Francés y Español para Extranjeros. Teacher in the Secondary level at the Academia Militar del Valle.

Melita Vega, Universidad Católica de Cuenca | Cuenca | Ecuador

Master’s degree in applied Linguistics from the University of Cuenca (Ecuador), a bachelor degree in Computer Science from the University of Azuay (Ecuador) and a postgraduate certificate in Public Relations from Toronto Metropolitan University (Canada), Her research interests and publications focus on social responsibility and sustainability, crisis communications, and Content and Language Integrated Learning (CLIL). She is currently a professor, researcher and tutor in the School of International Studies and the Language Unit at the University of Azuay (Ecuador), and the postgraduate program in Teaching English as a Foreign Language at Universidad de Cuenca. She is a doctoral candidate in Education at Universidad Nacional de Rosario (UNR). Prior to her work in academia, Melita held positions in marketing and corporate communications in Canada.


Alam, M. A., & Ashrafuzzaman, M. (2018). Challenges of developing speaking skills through classroom interaction of EFL learners. Prime University Journal, 12(1), 45-67.

Alencar, J. C., Finardi, K., Silveira, N. (2016). First Aid and Waves in English as a Foreign Language: Insights from CLIL in Brazil. Electronic Journal for Research in Science & Mathematics Education (EJRSME), 20(3).

Argudo, J., Abad, M., Fajardo-Dack, T., & Cabrera, P. (2018). Analyzing a Pre-Service EFL Journal of Content and Language Integrated Learning, 11(1), 65-86.

Azparren-Legarre, M. P., & Bueno-Alastuey, M. C. (2023). Perceived Constraints of Contextual Factors on CLIL Teachers’ Effectiveness: Effect of a Training Course. Latin American Journal of Content & Language Integrated Learning, 15(2), e1525.

Ball, P. (2016) Using language(s) to develop subject competencies in CLIL-based practice. Revista de la AUH(39).

Banegas, D. L. (2022). Research into practice: CLIL in South America. Language Teaching, 55(3), 379-391.

Banegas, D. (2021). CLIL in South America. Cambridge University Press, 55(3), 379–391.

Banegas, D. (2020). Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice. Gale Academic OneFile.

Banegas, D. L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. Latin American Journal of Content & Language Integrated Learning, 9(1).

Banegas, D. L. (2012). Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2(1), 111-136.

Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content & Language Integrated Learning, 5(1), 46-56.

Banegas, D. L., Poole, P. M., & Corrales, K. A. (2020). Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283-305.

Barrios, E., & Acosta-Manzano, I. (2022). Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty. Journal of Multilingual and Multicultural Development, 43(7), 665-678.

Benalcázar-Bermeo, J., & Ortega-Auquilla, D. (2019). Effects of the CLIL approach in oral production of english students in the second year of the united general baccalaureate at a high school in Cuenca, Ecuador. Revista Boletín Redipe, 8(12), 117-128.

Cenoz, N. V. (2021). Content and language integrated learning. Language Culture and Curriculum, Language, Cultural and Curriculum(35).

Collado, N. (2017). Implementación de la metodología CLIL en el aula de Educación. Repositori Unversiti JaumeI, 2.

Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176.

Coyle, D., Hood, P., & Marsh, D. (2020). CLIL: Content and language integrated learning. TeachingEnglish.

Delliou, A., & Zafiri, M. (2016). Developing the speaking skills of students through CLIL. 5th Electronic International Interdisciplinary Conference.

De Mejía, A. M. (2004). Bilingual education in Colombia: Towards an integrated perspective. International Journal of Bilingual Education and Bilingualism, 7(5), 381-397. Doi:

Domingos Sávio Pimentel Siqueira, J. L. (2018). Innovations and Challenges in CLIL. Routledge.

Duyen, N. H. (2023). Motivating factors in learning to speak English majored. International journal of social science and human research(6).

Ellison, M., Morgado, M., & Coelho, M. (2022). CLIL across schools in Portugal. U. Porto.

Finardi, K. R., Leão, R., & Pinheiro, L. M. (2016). English in Brazil: insights from the analysis of language policies, internationalization programs, and the CLIL approach. Education and Linguistics Research, 2(1), 54-68.

Gimenez, T., El Kadri, M., & Calvo, L. C. S. (2018). English as a Lingua Franca in teacher education. De Gruyter Mouton.

Hemmi, C., & Banegas, D. L. (2021). CLIL: An overview. International perspectives on CLIL, 1-20.

Koopman, G. J., Skeet, J., & de Graaff, R. (2014). Exploring content teachers’ knowledge of language pedagogy: A report on a small-scale research project in a Dutch CLIL context. The Language Learning Journal, 42(2), 123-136.

Kovacikova, E. (2016). Development of speaking at primary schools through CLIL. X Linguae, (12), 17-26.

Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language awareness, 25(1-2), 110-126.

Lasabagaster, X. S. (2018). The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study. Sage Journal, 23.

Legarre, M. P. A. (2022). The impact of CLIL teacher education on the beliefs of in-service CLIL teachers. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, 47-61.

Marsh, D., & Díaz, W. (2020). A key development indicator matrix for systemizing CLIL in Higher education environments. Developing and Evaluating Quality Bilingual Practices in Higher Education, 1-14.

McDougald, J. (2016). CLIL Approaches in Education: Opportunities, Challenges, or Threats. Latin American Journal of Content and Language Integrated Learning, 9(2), 253-266.

Mehisto, P. (2008). CLIL counterweights: Recognizing and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), 93-119.

Mosquera Pérez, J. E. (2022). CLIL in Colombia: Challenges and Opportunities for its Implementation. GIST – Education and Learning Research Journal, 24, 7–24.

Paran, A. (2013). Content and language integrated learning: Panacea or policy borrowing myth? Applied Linguistics Review, 4(2).

Pérez Cañado, M. L. (2018). The effects of CLIL on oral comprehension and production: a longitudinal case study. Language, Culture and Curriculum, 30(3)

Pérez, C. M. L. (2018). Innovations and challenges in CLIL teacher training. Theory Into Practice, 57(3), 212-221.

Pérez, M. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39.

Pistorio, M. I. (2009). Teacher training and competences for effective CLIL teaching in Argentina. Latin American Journal of Content & Language Integrated Learning, 2(2).

Reinoso, O. (2023). Content And Language Integrated Learning (Clil) To Develop Writing Skills In English. Revista Chakiñan de Ciencias Sociales y Humanidades, (20), 196-209.

Reinoso, O. (2022). El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras para Desarrollar Habilidades de Redacción en Inglés. Chaquiñan

Rodriguez Bonces, M. (2011). CLILL: Colombia leading into content language learning. ÍKALA, Revista de lenguaje y cultura, 16(28), 79-89.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. ELSEVIER, 104.

Vásquez, K. C. (2019). Contextualized activities to promote cultural awareness: under the umbrella of CLIL and PBL in English as a foreign language. EDUNOVATIC, 485.

Velásquez-Cedeño, K. A., & Argudo-Serrano, J. C. (2023). Análisis de la efectividad del Currículo Ecuatoriano en inglés como Segunda Lengua para estudiantes con dificultades de aprendizaje. MQRInvestigar, 7(4), 3085–3112.

Villabona, N., & Cenoz, J. (2022). The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum, 35(1), 36-50.

How to Cite
Tapia, L., & Vega, M. (2024). The Impact of Content Learning Integrated Language (CLIL) on the Speaking Skill in the EFL Classroom at the Secondary Level. Religación, 9(40), e2401220.