Acosta Ramos, LizethOspina Castaño, Michael JeanpierreDíaz Zuñiga, Luisa Fernanda2025-02-032025-02-032024http://hdl.handle.net/20.500.12993/4821ilustraciones, gráficos, tablasThis research aimed to analyze the implementation of a didactic unit based on CLIL applied to Natural Science to improve vocabulary learning in fourth and fifth graders at Andres Bello School in San Pedro, Valle del Cauca. To do so, the qualitative approach was used, with a multiple-case design proposed by Stake (1998) which gave the methodological route to follow in the research design. Firstly, a diagnostic test was applied to 6 students in the fourth and fifth grades of Instituciòn Educativa Miguel Antonio Caro headquarters Andres Bello to identify the English vocabulary level, which yielded unsatisfactory results. Secondly, the implementation of the didactic unit began, where students carried out different activities to improve English vocabulary acquisition, giving more positive results. The observation of these activities was written in field diaries, and because of that, it was possible to determine diverse categories that allowed a better understanding of the phenomenon. At the end, students were evaluated with a post-test. These results showed an improvement in this sub-skill.Introduction / Chapter I Fundamentals of the Research Problem / Chapter II Theoretical Background / Background studies / Theoretical framework / CLILContent and Language Integrated Learning / Soft CLIL or Hard CLIL / Design of didact units based on CLIL / Vocabulary Learning in a Foreign Language / Assessment of Vocabulary Learning / Interdisciplinarity / Chapter IIIMethodology design / Approach / Design / Case study phases / Scope / Sample / Instruments / Diagnostic test / Field journal / Didactic sequence / Grid / Ethical Considerations / Data analysis process / Chapter IVDiscussion of Results / Results / Pre-test results / Post-test results / Pre vs post-test results / Emergent categories / Students’ knowledge of Natural Science content / Students’ interest in English learning / Student’s production in the target language / Cooperation, team-work, and self-confidence in language learning / Linguistic calque with wrong meaning / Discussion of Results Emergent categories / Conclusions / Recommendations / References / Appendixes /PDF154 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0bachelor thesisAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessInstname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/Abierto (Texto Completo)http://purl.org/coar/access_right/c_abf2CLILDidactic unitEnglish vocabulary learningInterdisciplinarity