Promoting reading skills in CLIL

Nailya  Garipova; Susana  Nicolás Román

doi:10.58265/pulso.5079

Authors

Nailya Garipova IES Juan Rubio Ortiz, Almería
Susana Nicolás Román Universidad de Almería

DOI:

https://doi.org/10.58265/pulso.5079

Keywords:

CLIL, Reading Skills, Proposals

Abstract

Content and Language Integrated Learning (CLIL)
has been largely implemented in our educational
institutions through different approaches. CLIL can
encompass a wide variety of teaching resources
but this new framework should constitute an innovative perspective to overcome the restraints
of traditional school curricula in the teaching of
foreign languages. Promoting reading skills comprehension is also considered essential in the
CLIL approach (Wolff, 2005). However, despite its
importance, few studies have focused their attention on the reading skills of CLIL in Spain (Pérez
Cañado, 2012). The starting point of this study
remarks the concept of reading as a complex process which involves different skills and strategies,
also reinforced by the Common European Framework of Reference for Languages as a key element
in the learning process. The first part of this article
presents a general framework of CLIL as a methodological approach followed by an overview of
the reading skill and its main characteristics and
potentiality in the classroom. The second part of
the article provides guidelines regarding the strategies and types of reading activities that may help
students become proficient readers.

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