<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792019000200427</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v47i2.7699</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The effect of Content and Language Integrated Learning on the development of English reading comprehension skills]]></article-title>
<article-title xml:lang="es"><![CDATA[Efecto del Aprendizaje Integrado de Contenido y Lengua Extranjera en el desarrollo de habilidades de comprensión lectora en inglés]]></article-title>
<article-title xml:lang="fr"><![CDATA[L&#8217;Enseignement d&#8217;une Matière Intégré à une Langue Étrangère sur le développement des compétences de compréhension des écrits en anglais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintana Aguilera]]></surname>
<given-names><![CDATA[Jaumer Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Restrepo Castro]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Martínez]]></surname>
<given-names><![CDATA[Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Messa]]></surname>
<given-names><![CDATA[Gustavo Adolfo Cárdenas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unidad Central del Valle del Cauca  ]]></institution>
<addr-line><![CDATA[Tuluá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unidad Central del Valle del Cauca  ]]></institution>
<addr-line><![CDATA[Tuluá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Unidad Central del Valle del Cauca  ]]></institution>
<addr-line><![CDATA[Tuluá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Unidad Central del Valle del Cauca  ]]></institution>
<addr-line><![CDATA[Tuluá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>47</volume>
<numero>2</numero>
<fpage>427</fpage>
<lpage>452</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792019000200427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792019000200427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792019000200427&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students&#8217; level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher&#8217;s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación-acción analizó el efecto del Aprendizaje Integrado de Contenido y Lengua Extranjera (soft-CLIL) en el desarrollo de las habilidades de comprensión de lectura en inglés en 21 estudiantes de undécimo grado en Colombia. Se administró una prueba de diagnóstico y el Survey of Reading Strategies para establecer el nivel de comprensión de lectura de los estudiantes en inglés y las estrategias utilizadas en ella. Una serie de intervenciones se llevaron a cabo a través de material didáctico basado en el enfoque CLIL. Los datos se recopilaron utilizando instrumentos cualitativos, como el diario de campo, la rúbrica de observación y grupo focal. Inicialmente, los estudiantes no usaban estrategias de comprensión lectora efectivamente. Además, presentaron bajos niveles de competencia lectora. Después de la implementación; los estudiantes demostraron un uso más controlado y monitoreado de sus estrategias de comprensión de lectura que influyeron significativamente en el desarrollo de su capacidad de lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette recherche-action s´occupe de l'effet de l&#8217;apprentissage intégré de contenu et de langue étrangère (soft-CLIL) sur le développement des compétences en compréhension des écrits en anglais, de 21 étudiants de terminale. Un test ainsi que le Survey of Reading Strategies ont été administrés en classe afin d&#8217;établir le niveau de compréhension des écrits en anglais et les stratégies dont les étudiants se servaient. Une série d&#8217;interventions ont été réalisées à travers matériel didactique basé sur l&#8217;approche CLIL. Les données ont été collectées à l'aide d'instruments qualitatifs, tels que le journal, les grilles d'observation et un groupe de discussion. Au début, les élèves n&#8217;utilisaient pas efficacement les stratégies de compréhension des écrits. De plus, ils présentaient de faibles compétences en lecture. Après la mise en &#339;uvre des unités didactiques, les élèves ont démontré une utilisation plus contrôlée et surveillée de leurs stratégies de compréhension. Celles-ci ont considérablement influencé le développement de leurs capacités de lecture.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Content and Language Integrated Learning]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension strategies]]></kwd>
<kwd lng="es"><![CDATA[comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Integrado de Contenido y Lengua Extranjera]]></kwd>
<kwd lng="es"><![CDATA[estrategias para la comprensión de lectura]]></kwd>
<kwd lng="fr"><![CDATA[compréhension des écrits]]></kwd>
<kwd lng="fr"><![CDATA[L&#8217;Enseignement d&#8217;une Matière Intégré à une Langue Étrangère]]></kwd>
<kwd lng="fr"><![CDATA[stratégies pour la compréhension des écrits]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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