CLIL as a Teaching Methodology of the English Language Through Music and Literature

Abstract

Teaching English as a second language has gained an important place in the educational systems around the world. For this reason, different methodologies have been developed for students to achieve significant learning of the English language. The goal of this work was to apply the content and language integrated learning (CLIL) methodology through music and literature to improve the teaching-learning process of the English language of the students from level B1 of Jordan Language School during the first module of the academic period April-August 2020. It is an investigation with a quantitative approach; a quasi-experimental study. As part of the results, it was found that the teaching-learning process based on the communicative method emphasizes the knowledge of grammar and vocabulary to develop oral production skills in a fluent way, but reduces intervention to writing and reading. By applying CLIL methodology through music and literature, a sequence of integral activities is integrated, which allow the development of the four basic skills of the language, giving added value by including non-linguistic content. From the implementation of CLIL, students improve their performance using English in different social contexts, understanding the linguistic varieties of the language and producing written academic compositions following the standards established by the Common European Framework of Reference for Languages.