Abstract:

This paper aims to determine if the application of Content and Language Integrated Learning (CLIL) methodology is appropriate as a prior step to the implementation of a bilingual itinerary in higher education. To address the general objective, partial ones are proposed: Getting deep knowledge of students’ profile enrolled in the pilot experience as well as knowing if the implementation of the CLIL methodology in a digital environment as the process of the class, would positive affect student’s motivation to enrol in a bilingual program by analysing the evaluations of the student in their linguistic competencies once the experience was finished.

It is part of a teaching innovation project carried out during the 2016/2017 academic year in the degree of tourism at the University of Cordoba, Spain. The project stands out for its scope and interdisciplinarity, being involved all the courses of the degree, in which partial content of the subjects were taught applying CLIL methodology.

The design of the activities took into account, not only the content of the subject but also the possibility for students to practice and acquire different linguistic skills. A total of 10 courses representing the whole grade participated in the experience. This survey took place from October to May. 240 questionnaires were obtained, 223 were valid to process information. Results show how the development of linguistic skills through the implementation of CLIL methodology has a positive effect on student’s motivation to enroll bilingual program as well as high level of satisfaction with the experience. Therefore, it can be concluded that using CLIL methodology as a prior step to the implementation of a bilingual itinerary in higher education, is a well-focused strategy that positively affect students’ motivation and satisfaction.

Keywords:

CLIL, bilingual itinerary, student motivation, student satisfaction.