The use of clil methodology to improve the english vocabulary of students

Abstract

The present research aims to develop a class system applying the Content and Language Integrated Learning (CLIL) methodology to contribute to the improvement of English vocabulary acquisition in students of 2nd A Baccalaureate at Nueve de Octubre School. The intervention is based on the implementation of a CLIL class system, focusing on expanding and enhancing vocabulary with priority given to factors related to semantics, pronunciation, and writing. The research was conducte d with the participation of 38 students, using a nonexperimental design of Participatory Action Research under the support of a qualitative methodological paradigm. A pedagogical test was carried out to verify the data obtained from an observation applied in previous interactions wi th the student group to assess their prior knowledge related to vocabulary. After identifying issues in the English language learning process of the students, the intervention proposal is defined, and the class system is implemented. The intervention took place in two classes, addressing topics from the Biology subject. Through the results of observations and an interview, a significant improvement in vocabulary production was evident. This study highlights the effectiveness of the CLIL methodology in Engli sh vocabulary learning, suggesting its continuous implementation to enhance language skills contextually.