Perceptions about CLIL on EFL classrooms

Abstract

The present research synthesis aimed to identify the common threats among 15 studies that explore students’ perspectives on the Content and Language Integrated Learning (CLIL) approach. Its main objective was to compare and contrast these perspectives through language, resource and behavioral variables. To achieve this, the studies were obtained from different sources, especially online databases, and divided into three main categories for analysis: studies according to language variables, to educational resources and to behaviors. Altogether, the research displayed that students perceive CLIL as a successful methodology that fusions content and language learning; have high regards and expectations on the resources employed, and feel significantly motivated, although self-conscious about their language proficiency, during their CLIL lessons.