Perceptions of Teachers and Students of the Promotion of Interaction Through Task-Based Activities in CLIL

Abstract

Task-based learning is a methodological strategy which can be of use in the integrated learning of language and subject matter, and its appropriateness for CLIL has been reported in different contexts (Cendoya & di Bin, 2010;Escobar & Sánchez, 2009;Poisel, 2012;Tardieu & Doltisky, 2012).This study investigates the perceptions that teachers and students have of the use of task-based learning as an instrument to favour participation and interaction in CLIL.Particularly, the objective is to analyse these areas in a special context, with students exhibiting a low linguistic proficiency in a language school specifically oriented to the application of CLIL.

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