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KEY FACTORS IN THE SUCCESS OF THE STRONG CLIL IN HIGH TEACHING EDUCATION

F.J. Sánchez-Vidal , C. Ramón-Llorens

Universidad Politécnica de Cartagena (SPAIN)
The rapid expansion that bilingual teaching has experienced in Spain justifies the importance of its study. Although the previous literature on CLIL (Content Language Integrated Learning) methodology is extensive, there is little evidence on the particular characteristics of the students and the key factors that they consider in order to complete a course with satisfactory performance. The main aim of this paper is thus to analyze the results of the implementation of strong CLIL method in a group of Economics and Finance students in the second year of their degree in Business Administration. Based on the results of a questionnaire, this paper concludes that the students improve their language skills, especially the reading and listening, which depends on the academic performance in the degree: the higher the mark the better the improvement. The students consider that CLIL should be implemented in the years prior to entering University. Students consider that their level of English improved more during the first academic year, being the slightest improvement during their second year.