Learning History and English through Drama and the CLIL Approach

Elena del Pozo


This research investigates if studying historical
content through an innovative approach may show
better results than traditional methods in terms of
learning history. In this case study, the researcher
tried to convey the differences in learning about
the Industrial Revolution using a traditionally textbook-
based methodology versus a Content and
Language Integrated Learning (hereafter CLIL)
approach that included drama and music. The target
students assessed are two Y4 ESO groups of
Spanish students in a public bilingual setting who
learnt the topic through English language during
the first term of the course. The students were
assessed using a true/false test to determine the
effect ofpre and post implementation tests. All data
was collected and analysed following a quantitative
methodology. The researcher’s null hypothesis was
that there would not be difference between the two
methodologies. The results of the study reject the
null hypothesis and suggest that, for some topics,
teaching history using drama and music could be
even more effective than a textbook-based methodology.
This study is part of a further research
already in progress in this field for a reliable statistical

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