The Integration of Biology Content Lessons in the English Curriculum through

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The Integration of Biology Content Lessons in the English Curriculum through 
Soft CLIL in a Colombian State School
Cristian David Bernal
Bryan Steven Parra
Universidad Tecnológica de Pereira
Facultad de Bellas Artes y Humanidades
Licenciatura en Lengua Inglesa
Pereira 
2016.

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The Integration of Biology Content Lessons in the English Curriculum through 
Soft CLIL in a Colombian State School
Adviser: Javier Vanegas S.
Universidad Tecnológica de Pereira
Facultad de Bellas Artes y Humanidades
Licenciatura en Lengua Inglesa
Pereira 
2016.

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III
TABLE OF CONTENTS
2. CONCEPTUAL FRAMEWORK………………………………………………….… 1
2.1. Content and Language Integrated Learning……………………………..…. 2
2.1.1. Hard CLIL………………………………………………………………….5
2.1.2. Soft CLIL…………………………………………………………………...5
2.2. Bilingualism ……………………………………………………………….…….6
2.2.1. Individual bilingualism ………………………………………………..….8
2.2.2. Societal bilingualism ……………………………………………………..9
2.3. Bilingual Education………………………………………………………..…....10
2.3.1. Types of Bilingual Education………………………………………….....11
2.3.1.1. Monoglossic…………………………………………………………..12
2.3.1.1.1. Subtractive……………………………………………………...12
2.3.1.1.2. Additive………………………………………………………….13
2.3.1.2. Heteroglossic…………………………………………………….……13
2.3.1.2.1. Recursive……………………………………………………….......14

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2.3.1.2.2. Dynamic……………………………………………………..……....16
3. LITERATURE REVIEW…………………………………………...…………….……16
4. JUSTIFICATION…………………………………………………………………….….19
5. OBJECTIVES…………………………………………………………………………...22
5.1. Teaching objectives……………………………….……………...………............22
5.2. Learning objectives……………………………….………………….…..……….22
6.. METHODOLOGY………………………………………..…………………………..…23
6.1. Context………………………………………………..………………….…...........23
6.1.2. Participants……………………………………..…………………...…….…23
6.2. Instructional design…………………………………..……….……….……….…24
6.2.1. Planning…………………………………………..…….……….……...........25
6.2.2. Procedures………………………………………..….…….………………...27
6.2.3. Assessment………………………………………..………….……………...27
6.2.4. Reflection stage……………………………………..…….…………………28
6.2.5. Resources……………………………………………..……….……………..29
6.2.6. Researcher’s role……………….……………………..…………….……….30
7. IMPLEMENTATION STAGE…………………………………….…………………… 31

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7.1 Lesson 1. The excretory system-listening aim…………….………...…..……. 31
7.2 Lesson 2. The excretory system-listening aim…………….…………...……… 34
7.3 Lesson 3. DNA and scientific thinking-reading aim……….…………………… 36
7.4 Lesson 4. DNA and scientific thinking-writing/reading aim.………….……….. 39
7.5 Lesson 5. DNA and scientific thinking-speaking/reading aim….…………...… 41
8. RESULTS…………………………………………………………….….…………….….43
8.1 Professional growth and teaching skills……………………….……….….….... 43
8.2 Positive students’ responses…………………………………….………….…… 44
8.3 Students’ linguistic outcomes………………………………….……………...…..45
9. APENDIXES……………………………………………………...….….……………..... 47
10. REFERENCES …………………………………………………………………………87

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