O ensino CLIL e a presença da língua materna no contexto de ensino médio : um estudo de caso do estágio supervisionado

Abstract

The present study aims to investigate whether and how the Content and Language Integrated Learning (CLIL) approach meets students’ needs regarding the process of learning the English language in the context of a high school class at a regular school in João Pessoa. This research is based on the studies of Coyle, Hood, and Marsh (2021), Diáz-Maggioli and Painter-Farrel (2016), Rebello and Bailer (2024), among others, who discuss the principles of the CLIL approach and present successful experiences. A case study was conducted to analyze the presence of the mother tongue in the context of English classes in a high school in João Pessoa. The results revealed that it is possible to adopt the CLIL approach in a high school context in order to promote interdisciplinary knowledge, develop students linguistic skills, and foster a sense of autonomy and critical thinking. It was therefore concluded that the activities carried out during this research contributed to the consolidation of specific vocabulary related to nutrition, the understanding of the functions of each food group, the development of argumentation in English, and the expansion of student autonomy.