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CONTENT-AND-LANGUAGE INTEGRATED LEARNING: THE STUDENTS' PERCEPTIONS IN A BILINGUAL BUSINESS ADMINISTRATION DEGREE

J. Sánchez-Vidal., M.C. Ramón-Llorens

Universidad Politécnica de Cartagena (SPAIN)
In this paper we aim to analyze the results of the implementation of CLIL (Content Language Integrated Learning) in a class of a Bilingual group in Business Administration, as perceived by the students. The study is done at the end of the students’ second academic year. The classes are taught by non-native professors teaching in English (strong CLIL). The analysis takes into account the initial English level and the students’ academic performance. The results of the study show that the students, independently of their initial English level, improve the mastering of this language, overall in the reading and listening. The improvement is verified independently of their entry score for the University, but varying depending on the academic performance in the degree: the higher the mark the better the improvement. The students’ personal opinion is that CLIL should be implemented in the primary and the secondary school and in the University too. The students perceived a higher improvement from the beginning to the end of the first year and a lighter improvement in their second academic year.