Percepciones docentes sobre la metodología CLIL en ambientes de aprendizaje en transición al bilingüismo en colegios Privados de Nariño y Cundinamarca

Abstract

The implementation of CLIL methodology in educational institutions transitioning toward bilingual models poses pedagogical, linguistic, and institutional challenges that directly influence teaching practices. In this context, the present study aimed to analyze teachers’ perceptions of the implementation of CLIL in learning environments undergoing a transition toward bilingual education in selected Colombian educational institutions. The research followed a mixed-methods approach with a sequential explanatory design. In the quantitative phase, a Likert-scale questionnaire was administered to 17 teachers from private institutions located in Nariño and Cundinamarca. Subsequently, in the qualitative phase, semi-structured interviews were conducted with 6 participants selected through intentional sampling in order to deepen the initial findings. Quantitative data were analyzed through descriptive statistics and internal consistency procedures, while qualitative information was examined through categories related to teacher training, pedagogical practices, learning impact, implementation challenges, and institutional support. The findings reveal heterogeneous perceptions of CLIL. Although teachers recognize its potential to strengthen bilingualism and foster meaningful learning, they also identify limitations associated with English proficiency, lack of specific training, limited planning time, and insufficient institutional support. The study concludes that the effective implementation of CLIL does not depend solely on the pedagogical approach itself, but also on the formative, linguistic, and institutional conditions that enable its contextualized appropriation.