clil method and understanding of english texts in third secondary students

Abstract

Objective: To specify the correlation of the CLIL method with the comprehension of texts in English. The theoretical assumptions that supported the study are based on the categories of the CLIL method based on the 4Cs: cognition, content, culture and communication, and reading comprehension was assessed through the literal, inferential and critical levels. Method: It was supported by the quantitative perspective, of basic category, at a descriptive and correlational level, adapting the non-experimental design, of a cross-sectional nature, whose sample set was 72 students of the third year of high school, applying as instruments a survey on the method CLIL and a test of comprehension of texts in English, whose data collected through them were ordered and tabulated through the statistical program SPSS v.25, determining descriptive and inferential findings, using Spearman's correlation to corroborate the hypothesis. Results: They determined a statistical correlation between the comprehension of texts in English at a moderate level with the literal (Rho = 0.520), inferential (Rho = 0.488) and critical (Rho = 0.656) level dimensions, with a similar significance in each of them p <0.05. Conclusion: There is a significant and positive correlation between the CLIL method and the comprehension of texts in English.