This paper is a preliminary report on the "CLIL State of the Art" project in Colombia, drawing on data collected from 140 teachers' regarding their attitudes toward, perceptions of, and experiences with CLIL (content and language integrated learning). The term CLIL is used here to refer to teaching contexts in which a foreign language (in these cases, English) is the medium for the teaching and learning of non-language subjects. The data that has been gathered thus far reveal that while teachers presently know very little about CLIL, they are nevertheless actively seeking informal and formal instruction in CLIL. Many of the surveyed teachers are currently teaching content areas through English; approximately half of them reported having had positive experiences teaching content and language together, though the remainder claimed to lack sufficient knowledge in content areas. Almost all of the participants agreed that the CLIL approach can benefit students, helping them develop both language skills and subject knowledge (meaningful communication). Nevertheless, there is still considerable uncertainty as to the actual state of the art of CLIL in Colombia; greater clarity here will enable educators and decision-makers to make sound decisions for the future of general and language education. Keywords: bilingual education, CLIL, content and language, teacher beliefs ResumenEl artículo es un informe preliminar sobre el proyecto "CLIL State-of-the-Art" en Colombia, a partir de los datos recolectados de 140 docentes con respecto a sus actitudes ante las percepciones y experiencias con AICLE (Aprendizaje Integrado de Contenidos y Lengua). El término CLIL (AICLE) se utiliza aquí para referirse al contexto educativo en el que una lengua extranjera (en estos casos, inglés) es el medio para la enseñanza y el aprendizaje de asignaturas que no son de lengua. Los datos que se han recopilado hasta la fecha revelan que aunque los docentes actualmente saben muy poco sobre CLIL, buscan activamente la formación formal e informal en CLIL. Muchos de los docentes encuestados actualmente están enseñando materias de contenido a través del inglés; aproximadamente la mitad de ellos informó haber tenido experiencias positivas de enseñanza de contenidos y lenguaje juntos, aunque el resto manifestó falta de conocimiento suficiente en las áreas de contenido. Casi todos los participantes coincidieron en que el enfoque AICLE puede beneficiar a los estudiantes, ayudándoles a desarrollar tanto las habilidades de lenguaje como conocimiento de la materia (comunicación significativa). Sin embargo, todavía hay una considerable

Content and language integrated learning (CLIL) is a teaching approach that is becoming increasing popular throughout Colombia. CLIL combines content and language teaching. Research indicates that language learning in a bilingual educational setting could be improved by very specific language teaching. This article describes the state of language and content in Colombia, the underlining principles and the future of CLIL in Colombia.

CLIL would be an option in a particular instance, and to set up provisions for short, medium, and long-term teacher training. The "CLIL teacher profile" is quite different than what we are perhaps accustomed to, requiring more collaboration, teamwork, and comprehension. This editorial can, of course, by no means offer a simple solution to CLIL implementation, but it does extend an invitation to expand the debate in terms of experimental CLIL programs, the skills needed by subject content teachers, and how to address the lack of CLIL teacher-training programs.

This study reports on the impact of the Masters in english language Teaching with an emphasis on Autonomous learning environments from the Universidad de la Sabana. The report highlights how graduates from 12 cities from 9 departments throughout Colombia are using Information and Communication Technologies (ICT) for english language learning in order to promote autonomy. The data that has been gathered thus far reveals that teachers are becoming much more comfortable in evaluating ICT tools in accordance with their teaching context, the strengths and opportunities of ICT tools and their consequent improvement on language teaching, while promoting the development of autonomous learners.Keywords: ICT & language learning, Web 2.0 Tools, ICT Competence, ICT integration into language learning, Self-Directed learners ResumenSe trata de un informe preliminar sobre el impacto de la Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo de la Universidad de la Sabana. el informe resalto cómo los egresados de 12 ciudades de 9 departamentos en Colombia están utilizando las TIC para el aprendizaje del inglés con el fin de promover la autonomía. La información que se ha recopilado hasta ahora revela que los docentes están mucho más cómodos en la evaluación de las herramientas TIC de acuerdo con su contexto de enseñanza, las fortalezas y las oportunidades de las herramientas TIC y su consecuente mejora en la enseñanza de idiomas, así como fomentar el desarrollo de aprendices autónomos.Palabras Claves: TIC y el aprendizaje de idioma, herramientas de Web 2.0, Competencias en TIC, Integración de las TIC en el aprendizaje de idiomas, estudio autodirigido

This mixed-methods study investigated perceptions and knowledge about content and language integrated learning (CLIL) and bilingual education. Data were collected using surveys, questionnaires and semi-structured interviews from 26 content-based teachers in Valledupar, Colombia, before and after their participation in an online training program. Findings revealed that teamwork and administrative support are crucial factors for a successful CLIL implementation. However, results also showed that teachers knew very little about the CLIL approach, although they claimed to have been using it at their schools for 3-4 years before the study, suggesting that any previous in-service teacher training had not resulted in an adequate understanding of CLIL or bilingual education for the context.The teachers’ perceptions of CLIL and bilingualism were more positive after the training, and they reported understanding similarities and differences between both concepts. Hence, there is a need for more specialized training (material design, planning, communication, and assessment) to better prepare in-service teachers for bi-/multilingual learning environments, which in turn would provide teachers with much-needed tools for more effective delivery of CLIL-oriented solutions.