<?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>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322018000100045</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v23n01a05</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Content- and Language-Integrated Learning-Based Strategies for the Professional Development of Early Childhood Education Pre-Service Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje integrado de contenido y lengua para el desarrollo profesional de docentes en formación para la educación de la primera infancia]]></article-title>
<article-title xml:lang="fr"><![CDATA[Stratégies d&#8217;apprentissage intégré d&#8217;un contenu et d&#8217;une langue pour le développement professionnel des enseignants en formation pour l&#8217;éducation de la petite enfance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvira]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Doria]]></surname>
<given-names><![CDATA[Yady Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Sabana  ]]></institution>
<addr-line><![CDATA[Chía Cundinamarca]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Andes  ]]></institution>
<addr-line><![CDATA[ Bogotá, D.C.]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>45</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322018000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322018000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322018000100045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research article presents the results of an exploratory study that was conducted with a group of 14 early childhood education pre-service teachers at a private Colombian university. It intended to determine: 1) the amount of metalanguage expressions used for teaching English as a foreign language (EFL) and foreign language (FL) content; 2) the number of concepts related to the teaching of EFL and FL content pre-service teachers were able to learn in a 7-session (14 face-to-face hours) course based on a methodology inspired by the content and language integrated learning (CLIL) approach, using songs, rhymes, and poems in English; 3) the degree of difficulty pre-service teachers perceived about teaching English and English content to young children. This quasi-experimental study was performed with pre- and post-study tests given to one group, analyzing quantitative data through a non-parametric statistical hypothesis test and a non-parametric measure of rank correlation. Pre-service teachers were found to successfully learn vocabulary and concepts, but their perceptions about the degree of difficulty of teaching EFL and FL content remained basically the same as prior to the course. In addition, the correlation between the participants&#8217; level of English and their learning process was analyzed, as well as the correlation between English proficiency level and perception of the degree of difficulty of teaching EFL and FL content. The results show a strong correlation in the first case, but no correlation for the second one.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de investigación presenta un estudio exploratorio que se realizó con un grupo de 14 estudiantes de pedagogía infantil en una universidad privada colombiana. El estudio pretende determinar: 1. La cantidad de expresiones de metalenguaje usadas para enseñar inglés como lengua extranjera y para enseñar contenidos en una segunda lengua. 2. La cantidad de conceptos relacionados con estos temas anteriormente mencionados, que los estudiantes de pedagogía infantil aprendieron en un curso de 7 sesiones presenciales (14 horas en total) siguiendo una metodología inspirada en el enfoque del Aprendizaje Integrado de Contenido y Lengua (AICLE). El tema del curso era la enseñanza de canciones, rimas y poemas a niños de primera infancia. 3. Así mismo, el estudio también pretende determinar la percepción que tienen los estudiantes de pedagogía infantil sobre el grado de dificultad de enseñar inglés y contenidos en inglés a niños de primera infancia. El estudio es exploratorio y cuasi experimental ya que se realizó una prueba inicial y una prueba final de sólo un grupo; y es cuantitativo debido a que únicamente se analizó información cuantitativa por medio de un test de hipótesis estadística no paramétrica y una medida no paramétrica de rangos de correlación. En los resultados se observó que los estudiantes fueron exitosos en el aprendizaje de vocabulario y conceptos, aunque sus percepciones iniciales sobre la dificultad de la enseñanza de inglés como Lengua Extranjera y de contenidos en Lengua Extranjera se mantuvieron estables durante la intervención. Así mismo se analizó la correlación entre el nivel de inglés de los participantes y su proceso de aprendizaje y entre el nivel de inglés de los participantes y su percepción sobre la enseñanza. Para el primer caso, la correlación mostró ser alta, mientras que en el segundo caso no se encontró correlación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article de recherche présente une étude exploratoire menée auprès d'un groupe de 14 étudiants en éducation élémentaire dans une université colombienne privée. L'étude vise à déterminer : 1. La quantité d'expressions de métalangage utilisée pour enseigner l&#8217;anglais langue étrangère et de la matière dans une deuxième langue. 2. Le nombre de concepts liés aux sujets déjà mentionnés que les étudiants en pédagogie de l'enfance ont appris dans un cours de 7 séances de classe (14 heures au total) selon une méthodologie inspirée par l&#8217;Enseignement d&#8217;une Matière Intégrée à une Langue (EMILE). Le thème du cours était l&#8217;enseignement de chansons, rimes et poèmes aux petits enfants. 3. L'étude vise également à déterminer la perception des étudiants en pédagogie sur le degré de difficulté d'enseigner l'anglais et de la matière en anglais aux petits enfants. Cette étude est exploratoire et quasi expérimentale parce qu&#8217;elle examine un test initial et un final dans un seul groupe ; et elle est quantitative, parce qu&#8217;elle analyse seulement des informations quantitatives en utilisant un test d&#8217;hypothèses statistiques non paramétriques et une mesure non paramétrique de séries de corrélation. Les résultats ont montré que les étudiants ont réussi l&#8217;apprentissage du vocabulaire et des concepts correspondants, bien que leurs perceptions initiales sur la difficulté de l'enseignement de l'anglais comme langue étrangère et le contenu en langue étrangère soient demeurées stables au cours de l&#8217;intervention. De même, on a analysé la corrélation entre le niveau d'anglais des participants et leur processus d'apprentissage, et entre le niveau d'anglais des participants et leur perception de l'enseignement. Dans le premier cas, la corrélation a été élevée tandis que dans le second, aucune corrélation n'a été trouvée.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[content and language integrated learning]]></kwd>
<kwd lng="en"><![CDATA[early childhood education pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[professional teacher development]]></kwd>
<kwd lng="en"><![CDATA[CLIL competences]]></kwd>
<kwd lng="en"><![CDATA[CLIL principles.]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje integrado de contenido y lengua]]></kwd>
<kwd lng="es"><![CDATA[profesores de educación infantil en formación]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de competencias en AICLE]]></kwd>
<kwd lng="es"><![CDATA[principios de AICLE.]]></kwd>
<kwd lng="fr"><![CDATA[contenu intégré et apprentissage des langues]]></kwd>
<kwd lng="fr"><![CDATA[enseignants de la petite enfance en formation]]></kwd>
<kwd lng="fr"><![CDATA[développement des compétences en contenu intégré et apprentissage des langues]]></kwd>
<kwd lng="fr"><![CDATA[principes de contenu intégré et de l'apprentissage des langues.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Adamson]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing autonomy through portfolios and networks in CLIL lectures]]></article-title>
<source><![CDATA[Latin American Journal of Content and Language Integrated Learning]]></source>
<year>2014</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-39</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Babikkoim]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Abdul Razak]]></surname>
<given-names><![CDATA[N. Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implications of parents&#8217; socio-economic status in the choice of English language learning strategies among Nigeria&#8217;s secondary school students]]></article-title>
<source><![CDATA[English Language Teaching]]></source>
<year>2014</year>
<volume>7</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>139-47</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Babuder]]></surname>
<given-names><![CDATA[M. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Kavkler]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The latent structure of reading comprehension. Problems of pupils living in poverty]]></article-title>
<source><![CDATA[Hrvatska Revija Za Rehabilitacijska Istrazivanja]]></source>
<year>2014</year>
<volume>50</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Banegas]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sharing views of CLIL lesson planning in language teacher education/Miradas sobre la planificación de clases de AICLE en la formación docente en lengua inglesa]]></article-title>
<source><![CDATA[Latin American Journal of Content and Language Integrated Learning]]></source>
<year>2015</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>104-30</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bertaux]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Coonan]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Frigols-Martín]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mehisto]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[The CLIL teacher&#8217;s competences grid. Common Constitution and Language Learning (CCLL) Comenius-Network]]></source>
<year>2009</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Biçaku]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[CLIL and Teacher Training]]></article-title>
<source><![CDATA[Procedia. Social and Behavioral Sciences]]></source>
<year>2011</year>
<volume>15</volume>
<page-range>3821-5</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bloom]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Taxonomy of Educational Objectives: Handbook I: Cognitive Domain]]></source>
<year>1956</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[David McKay]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brame]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Flipping the classroom. Center for Teaching, Vanderbilt University]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bret]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[L2 English young learners' oral production skills in CLIL and EFL settings: A longitudinal study.]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[R. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Doing Your Dissertation in Business and Management: The Reality of Research and Writing]]></source>
<year>2006</year>
<publisher-loc><![CDATA[London, Los Angeles ]]></publisher-loc>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buac]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gross]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaushanskayaa]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of primary caregiver vocabulary knowledge in the development of bilingual children&#8217;s vocabulary skills]]></article-title>
<source><![CDATA[Journal of Speech, Language, and Hearing]]></source>
<year>2014</year>
<volume>57</volume>
<page-range>1804-16</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Butler]]></surname>
<given-names><![CDATA[Y. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The implementation of communicative and task-based language teaching in the Asia-Pacific region]]></article-title>
<source><![CDATA[Annual Review of Applied Linguistics]]></source>
<year>2011</year>
<volume>31</volume>
<page-range>36-57</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Campo]]></surname>
<given-names><![CDATA[R. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluating the implementation of content classes delivered in English in light of a CLIL-based curriculum]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cano]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluating the implementation of content classes delivered in English in light CLIL-based curriculum]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Medellín, Colombia ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Pontificia Bolivariana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<source><![CDATA[Common European Framework of References for Languages: learning, teaching, assessment]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Corrales]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Maloof]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluating the effects of CBI on an English for medical students program]]></article-title>
<source><![CDATA[Latin American Journal of Content &amp; Language Integrated Learning]]></source>
<year>2009</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>15-23</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coyle]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hood]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[CLIL. Content and Language Integrated Learning]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cummins]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Duibhir]]></surname>
<given-names><![CDATA[P. O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Towards an Integrated Language Curriculum in Early Childhood and Primary education (3-12 years)]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Dublin ]]></publisher-loc>
<publisher-name><![CDATA[National Council for Curriculum and Assessment]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Curtis]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Colombian teachers' questions about CLIL: What can teachers' questions tell us? (part II) /preguntas de docentes colombianos sobre AICLE: ¿Qué implicaciones tienen las preguntas de los profesores? (part II)]]></article-title>
<source><![CDATA[Latin American Journal of Content and Language Learning]]></source>
<year>2012</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-12.</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dalton-Puffer]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Nikula]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Smit]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Charting policies, premises and research on content and language integrated learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Dalton-Puffer]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Nikula]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Smit]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language Use and Language Learning in CLIL Classrooms]]></source>
<year>2010</year>
<page-range>1-19</page-range><publisher-loc><![CDATA[Amsterdam/Philadelphia ]]></publisher-loc>
<publisher-name><![CDATA[NL/PA John Benjamins Publishing Company]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dixon]]></surname>
<given-names><![CDATA[L. Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhao]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Quiroz]]></surname>
<given-names><![CDATA[B. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Shin]]></surname>
<given-names><![CDATA[J. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Home and community factors influencing bilingual children&#8217;s ethnic language vocabulary development]]></article-title>
<source><![CDATA[International Journal of Bilingualism]]></source>
<year>2012</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>541-65</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dixon]]></surname>
<given-names><![CDATA[L. Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Wu]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Daraghmeh]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Profiles in bilingualism: Factors influencing kindergartners&#8217; language proficiency]]></article-title>
<source><![CDATA[Early Childhood Education Journal]]></source>
<year>2012</year>
<volume>40</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-34</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Doiz]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Lasagabaster]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Sierra]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[CLIL and motivation: The effect of individual and contextual variables]]></article-title>
<source><![CDATA[Language Learning Journal]]></source>
<year>2014</year>
<volume>42</volume>
<page-range>209-24</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="">
<source><![CDATA[Estándares Básicos de Competencia en Lengua Extranjera: Inglés]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fandiño-Parra]]></surname>
<given-names><![CDATA[Y. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bermúdez-Jiménez]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lugo-Vásquez]]></surname>
<given-names><![CDATA[V. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Retos del Programa Nacional de Bilingüismo]]></article-title>
<source><![CDATA[Colombia Bilingüe. Educ.]]></source>
<year>2012</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>363-81</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hillyard]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[First steps in CLIL: Training the teachers]]></article-title>
<source><![CDATA[Latin American Journal of Content &amp; Language Integrated Learning]]></source>
<year>2011</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hunt]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[UK Teachers&#8217; and Learners&#8217; Experiences of CLIL resulting from the EU-funded Project ECLILT]]></article-title>
<source><![CDATA[Latin American Journal of Content &amp; Language Integrated Learning]]></source>
<year>2010</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>27-39</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ibarrola]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Lasagabaster]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz de Zarobe]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[CLIL in Spain: implementation, results, and teacher training]]></article-title>
<source><![CDATA[Studies in Second Language Acquisition]]></source>
<year>2012</year>
<volume>34</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>526</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Järvinen]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Issues in promoting language and learning in CLIL type provision]]></source>
<year>2008</year>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kasai]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Images of pain, images of pain relief: Multimodal expressive arts therapy and pain management]]></source>
<year>2008</year>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krathwohl]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A revision of bloom's taxonomy: An overview]]></article-title>
<source><![CDATA[Theory into Practice]]></source>
<year>2002</year>
<volume>41</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>212-8</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="">
<collab>La República</collab>
<source><![CDATA[]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lasagabaster]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz de Zarobe]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ways forward in CLIL: Provision issues and future planning]]></article-title>
<source><![CDATA[CLIL in Spain. Implementation, results and teacher training]]></source>
<year>2010</year>
<page-range>278-95</page-range><publisher-loc><![CDATA[Newcastle ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge Scholars Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[H. A.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Factores asociados a la competencia de inglés como lengua extranjera de los estudiantes universitarios colombianos]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Chía, Colombia ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de la Sabana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McDougald]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The state of language and content instruction in Colombia/Estado del arte del aprendizaje de contenido e idiomas en Colombia]]></article-title>
<source><![CDATA[Latin American Journal of Content and Language Learning]]></source>
<year>2009</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>44-8</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mehisto]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Frigols]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Uncovering CLIL: Content and language integrated learning in bilingual education and multilingual education]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Oxford, UK ]]></publisher-loc>
<publisher-name><![CDATA[Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno Alemay]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[English content-based approaches to teaching accounting]]></article-title>
<source><![CDATA[Latin American Journal of Content and Language Integrated Learning]]></source>
<year>2008</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>26-34</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nation]]></surname>
<given-names><![CDATA[I. S. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching and Learning Vocabulary]]></source>
<year>1990</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Heinle &amp; Heinle]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pinner]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Authenticity of purpose: CLIL as a way to bring meaning and motivation into EFL contexts]]></article-title>
<source><![CDATA[Asian EFL Journal]]></source>
<year>2013</year>
<volume>15</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>138-59</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Piquer Vives]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Lorenzo Galés]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflecting on CLIL innovation: An interview with Do Coyle and Elisabet Pladevall]]></article-title>
<source><![CDATA[Journal of Teaching and Learning Language and Literature]]></source>
<year>2015</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>86-93</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pistorio]]></surname>
<given-names><![CDATA[M. I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher training and competences for effective CLIL teaching in Argentina]]></article-title>
<source><![CDATA[Latin American Journal of Content &amp; Language Integrated Learning]]></source>
<year>2009</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>37-43</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Restrepo Guzmán]]></surname>
<given-names><![CDATA[J. O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiences in teaching finances in English]]></article-title>
<source><![CDATA[Latin American Journal of Content &amp; Language Integrated Learning]]></source>
<year>2008</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>35-42</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rott]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of exposure frequency on intermediate language learners&#8217; incidental vocabulary acquisition through reading]]></article-title>
<source><![CDATA[Studies in Second Language Acquisition]]></source>
<year>1999</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>589-619</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Singh]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Quantitative Social Research Methods]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Los Angeles, London, New Delhi, Singapore ]]></publisher-loc>
<publisher-name><![CDATA[SAGE Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thornbury]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[How to Teach Vocabulary]]></source>
<year>2004</year>
<edition>3.rd Ed.</edition>
<publisher-loc><![CDATA[England, UK ]]></publisher-loc>
<publisher-name><![CDATA[Pearson Education Limited]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="">
<collab>Universidad de la Sabana</collab>
<source><![CDATA[Documento interno. Estudio de variables asociadas al rendimiento académico de los estudiantes de la Universidad de la Sabana]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="">
<collab>University of Southern California, Research Guides</collab>
<source><![CDATA[Organizing your social sciences research paper]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Várkuti]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Linguistic Benefits of the CLIL Approach: Measuring Linguistic Competences]]></article-title>
<source><![CDATA[International CLIL Research Journal]]></source>
<year>2010</year>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Thought and Language]]></source>
<year>1962</year>
<publisher-loc><![CDATA[Cambridge, MA ]]></publisher-loc>
<publisher-name><![CDATA[MIT Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wolff]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[CLIL: Bridging the gap between school and working life]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Wolff]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Diverse Contexts - Converging Goals: CLIL in Europe]]></source>
<year>2007</year>
<page-range>15-25</page-range><publisher-loc><![CDATA[Frankfurt ]]></publisher-loc>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Xanthou]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of CLIL on L2 vocabulary development and content knowledge]]></article-title>
<source><![CDATA[Teaching: Practice and Critique]]></source>
<year>2011</year>
<volume>10</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>116-26</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
