Implementing a didactic unit based on CLIL for the development of English listening skills of fourth-grade students at Diego Rengifo Salazar School in the municipality of Bugalagrande, Colombia

Abstract

This research investigates the incidence of the implementation of a didactic unit based on Content and Language Integrated Learning (CLIL) on the development of listening skills in English of fourth-grade students in the educational institution Diego Rengifo Salazar, located in the municipality of Bugalagrande, Valle del Cauca, Colombia. Recognizing the challenges in English proficiency in the Colombian context, this study aims to improve students' listening skills through interdisciplinary integration of natural science content. Using a sequential exploratory design with a mixed approach, the research combines qualitative observations and quantitative pre- and post-intervention assessments to evaluate the effectiveness of the CLIL didactic unit. The findings indicate that the CLIL approach fosters a more engaging learning environment, increases motivation, and improves listening comprehension, demonstrating its potential as an effective and innovative pedagogical strategy for English language acquisition in a natural way, adapted to the environment and students' needs. In addition, the research facilitates feedback spaces where students can interact among peers, contributing to holistic learning in which they feel comfortable and achieve meaningful acquisition of both target language and interdisciplinary content.