Integrated Learning of Social Sciences and English through a Didactic Unit Based on Local Geography DOI:

Abstract

Communication and social interaction are the raison d'être for using a language. Therefore, language teaching should privilege skills related to oral production and listening comprehension. This research contrasts the difficulty in teaching and learning English from a communicative approach with content and language integrated learning (CLIL). This contrast was given using the design of a didactic unit of social sciences to analyze the incidence of CLIL in students between 12 and 14 years old at the José Odel Lizarazo Institution. For this, the approach was carried out from a qualitative paradigm, proposing that the didactic unit starts from the local geography of the department of Arauca and with the considerations of the task-based approach. The analysis was carried out using observation, field notes, audiovisual record, entry-exit questionnaire, which allowed us to understand that a good performance in the listening skill fostered oral production. On the other hand, integrating content from social sciences and English favored active learning in students. Finally, CLIL offered an alternative to the linguistic needs of the students.