A abordagem CLIL e o processo de aquisição/ aprendizagem de língua inglesa no ensino fundamental

Abstract

This research consists of a case study conducted in a private school in Francisco Beltrão, Paraná. The general objective of the study is to analyze the development of listening, writing, oral and reading skills in an integrated manner in English as a second language by Brazilian pre-adolescent learners using the CLIL approach. The specific objectives can be translated into the following points: to compare the levels of English proficiency achieved by the study participants through the results of the official Michigan International Exam MYLE Silver test carried out in 2023 as a diagnostic, with the results of the sample MYLE Gold test (Cambridge Assessment English; University of Michigan, 2018) to which the students were submitted in November 2024; to identify and compare the participants' level of English language proficiency according to the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) based on the results of the two tests in the previously mentioned periods and to examine the process of development of communicative skills in English during classes with the CLIL approach in light of the literature. The research was carried out with 18 students from a 6th grade class of Elementary School, aged between 10 and 11 years old. The research methodology is qualitative with the use of quantitative data, as it used quantitative data from tests from the University of Michigan and qualitative data from the teacher-researcher's research diary notes to assess the learning that the students demonstrated in class. . In the first test, carried out in 2023, the students reached level A1 of the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001), demonstrating good development in listening, speaking and writing, despite some individual variations. After nine months of studying with the CLIL approach, participants achieved level A2 in the MYLE Gold test sample in 2024, demonstrating progress in all language and communication skills (listening, writing, reading and speaking). The research used a qualitative methodology, combined with quantitative data from proficiency tests and observations of classroom activities recorded by the teacher-researcher in her research diary. The triangulation of qualitative data and quantitative test results appears to confirm the effectiveness of the CLIL approach in teaching English at the primary school level within a bilingual program that adopts this methodology. These results indicate possibilities for methodological innovation in language teaching.