CLILL: Colombia Leading into Content Language Learning


  • Mónica Rodríguez Bonces Universidad Innca de Colombia


CLIL, bilingualism, curriculum.


Content and Language Integrated Learning (CLIL) has been adopted by many nations as a methodology to reach bilingualism. Nonetheless, the implementation of CLIL in Colombia goes beyond teaching a core area in English. It implies a long process, including multiple factors to achieve success. This article presents a general background of the process of bilingualism in Colombia and how different kinds of institutions approach this governmental policy through a critical reflection. The paper presents the challenges when adopting Content and Language Integrated Learning (CLIL) as a strategy to achieve bilingualism. Four key aspects are described to reach the goal of having a bilingual territory: language learning approach, teacher training, development of materials, and cultural and intercultural competence. It is argued that bilingualism may be achieved in the long term by addressing these four aspects when implementing CLIL.

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Author Biography

Mónica Rodríguez Bonces, Universidad Innca de Colombia

Mónica Rodríguez Bonces is currently pursuing her PhD in Education. She has done recognized research on Autonomy, Culture and Langua- ge Learning. Part of this experience can be reviewed in published arti- cles in national and international publications. She is also the co-author the text Breaking Through an English Course (UPN-2007) and World prints (UPN-2010). She is a researcher at Universidad Central where she coordinates the research project "El diseño de un currículo que integra la música y el arte dramático como dispositivos pedagógicos". Monica Rodríguez is also the Academic Coordinator at UNICA. 


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How to Cite

Rodríguez Bonces, M. (2011). CLILL: Colombia Leading into Content Language Learning. Íkala, Revista De Lenguaje Y Cultura, 16(2), 79–89. Retrieved from



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