CLIL IN ECUADOR

This chapter reviews empirical research studies conducted between 2017 and 2021 on content and language integrated learning (CLIL) in the context of Ecuador. The analysis focused on the following categories: the research methodology, including the participants, the research design, and the instruments; the factors that enhance and hinder the application of CLIL in educational contexts; and the learners’ development of language and cognitive skills. The findings of our review revealed several research design omissions, and we argue that these could have impacted the findings reported in the studies. We also identified some gaps, such as a lack of studies focusing on the scaffolding process in CLIL classrooms. Based on the findings reported, a common theme we identified is the need to train teachers and researchers on how to examine the use of CLIL as a growing phenomenon in the language classroom.