Promoting communicative competence in EFL through CLIL : a musical perspective.

La música ha sido una herramienta útil en las aulas de inglés, puesto que conecta a los estudiantes con el aprendizaje, les ayuda a adquirir habilidades relacionadas con gramática junto con pronunciación, y adquieren vocabulario en el proceso. Recientemente, ha habido propuestas que involucran el us...

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Autores:: Gutiérrez Lol, James

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2022

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.eng.fl_str_mv	Promoting communicative competence in EFL through CLIL : a musical perspective.
title	Promoting communicative competence in EFL through CLIL : a musical perspective.
spellingShingle	Promoting communicative competence in EFL through CLIL : a musical perspective. Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) Blended learning Competencia comunicativa Educación musical Instrumentos musicales Content and Language Integrated Learning (CLIL) Blended learning Communicative competence Music education Musical instruments
title_short	Promoting communicative competence in EFL through CLIL : a musical perspective.
title_full	Promoting communicative competence in EFL through CLIL : a musical perspective.
title_fullStr	Promoting communicative competence in EFL through CLIL : a musical perspective.
title_full_unstemmed	Promoting communicative competence in EFL through CLIL : a musical perspective.
title_sort	Promoting communicative competence in EFL through CLIL : a musical perspective.
dc.creator.fl_str_mv	Gutiérrez Lol, James
dc.contributor.advisor.none.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv	Gutiérrez Lol, James
dc.subject.spa.fl_str_mv	Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) Blended learning Competencia comunicativa Educación musical Instrumentos musicales
topic	Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) Blended learning Competencia comunicativa Educación musical Instrumentos musicales Content and Language Integrated Learning (CLIL) Blended learning Communicative competence Music education Musical instruments
dc.subject.keywords.eng.fl_str_mv	Content and Language Integrated Learning (CLIL) Blended learning Communicative competence Music education Musical instruments
description	La música ha sido una herramienta útil en las aulas de inglés, puesto que conecta a los estudiantes con el aprendizaje, les ayuda a adquirir habilidades relacionadas con gramática junto con pronunciación, y adquieren vocabulario en el proceso. Recientemente, ha habido propuestas que involucran el uso de la música como un área de la educación integrada con la enseñanza del inglés, lo cual ha abierto las puertas al aprendizaje de detalles concretos de la música por medio de, entre otros aspectos, el aprendizaje de vocabulario sobre instrumentos musicales (Pérez, 2010), ayudando a los estudiantes a desarrollar habilidades comunicativas de una manera integral (Murcia, 2020). Teniendo en cuenta esto, se ha pensado en una propuesta que tenga como propósito captar el interés de los estudiantes dentro de un contexto musical, haciendo uso del inglés dentro del aula de clase a través de la historia de la música, los instrumentos musicales y sus características. Esta propuesta innovadora apunta a transformar el salón de clases en un entorno significativo que motive a los jóvenes a desarrollar su competencia comunicativa en inglés, usando la lengua extranjera para aprender y reflexionar acerca de la música por medio de actividades diversas que incluyen el canto, la percusión corporal, discusiones sobre música e instrumentos; esto desarrollado dentro de un entorno de aprendizaje del tipo “blended”. Para cumplir con el desarrollo de estos aspectos, se espera usar material auténtico con contenido significativo a través de un enfoque de Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE).
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-06-15T20:09:19Z
dc.date.available.none.fl_str_mv	2022-06-15T20:09:19Z
dc.date.issued.none.fl_str_mv	2022
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Alba, L. & Betancur, M. (2020). Cultural speaking experience in an EFL Classroom through Whatsapp™ Videos [Bachelor’s degree thesis, Universidad Pedagógica Nacional] Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/12110 Alcaldía de Bogotá (2017). Plan sectorial 2016-2020 hacia una ciudad educadora. Bogotá Mejor Para Todos. http://repositoriosed.educacionbogota.edu.co/handle/001/733 Anderson, P. (2005). The meaning of pedagogy. In J. Kincheloe (Ed), Classroom teaching: An introduction (pp. 53-70). Peter Lang Publishing. Bachman, L. & Palmer, A. (1982). The Construct Validation of Some Components of Communicative Proficiency. TESOL quarterly, 16(4), 449-465. https://davidamerland.com/images/pdf/BachmanPalmerCVcompsofcommprofTQ1982.pdf Blevins, B. (1978). Creativity in the Elementary Music Program for the Fifth Grade [Master’s thesis, Texas Woman’s University]. TWU Repository. https://twu-ir.tdl.org/handle/11274/10955 Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review, 31 (Original work published in 1961). https://digitalauthorshipuri.files.wordpress.com/2015/01/the-act-of-discovery-bruner1.pdf Camacho, A. (2016). Approaching Students to Cultural Dimensions by Using Artistic Expressions. [Bachelor’s degree thesis, Universidad Pedagógica Nacional] Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/12140 Camargo, D., & Orozco, L. (2013). Factores asociados a la disponibilidad y uso de medios electrónicos en niños desde preescolar hasta 4 grado. Biomédica, 33(2), 175-185. https://doi.org/10.7705/biomedica.v33i2.779 Campbell, P. S. (2016). World Music Pedagogy: Where Music Meets Culture in Classroom Practice. In Abril, C. & Gault, B. (Ed.), Teaching General Music: Approaches, Issues, and Viewpoints (pp. 89-111). Oxford University Press. Carrión, E. (2018). Experiencias TIC en la enseñanza bilingüe mediante recursos digitales musicales. Didáctica, innovación y multimedia (36). https://ddd.uab.cat/record/188162 Colombia Aprende (2018). Programa Nacional de Bilingüismo. http://aprende.colombiaaprende.edu.co/es/colombiabilingue/86689 Congreso de Bogotá (1994). Ley 115 de febrero 8 de 1994 por la cual se expide la ley general de educación. https://bibliotecadigital.ccb.org.co/handle/11520/26155 Coyle, D. (2006). Content and Language Integrated Learning: Motivating Learners and Teachers. University of Nottingham. https://blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf Cristancho, Y. (2016). Fostering vocabulary learning through a cultural context and ICTS resources in an EFL classroom [Bachelor’s degree thesis, Universidad Pedagógica Nacional] Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/3232 Davies, S. (2012). On Defining Music. The Monist, 95(4), 535-555. https://doi.org/10.5840/monist201295427 Douglas, H. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). Pearson ESL. García, M., & Quiroz, L. (2011). Apartheid educativo: educación, desigualdad e inmovilidad social en Bogotá. Revista de Economía Institucional, 13(25), 137-162. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0124-59962011000200006 Gebera, O. (2013). Perspectiva de la convergencia pedagógica y tecnológica en la modalidad blended learning. Revista de Educación a Distancia (RED), (39). https://revistas.um.es/red/article/view/234261/179981 Google. (2022). Empezar a utilizar Google Sites. Centro de aprendizaje de Google Workspace. https://support.google.com/a/users/answer/9314941?hl=es Grundy, S. (1987) Producto o Praxis del Curriculum. España: Ediciones Morata, S.L. Food and Agriculture Organization of the United Nations (2021). E-Learning Methodologies and Good Practices: A Guide for Designing and Delivering E-learning Solutions from the FAO Elearning Academy, (2nd ed.). FAO Elearning Academy. https://doi.org/10.4060/i2516e Herreño, C. (2020). Cooperative learning: a teaching approach for inclusive EFL classrooms [Bachelor’s degree thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/12138 Hymes, D. (1992). The Concept of Communicative Competence Revisited. In Pütz, M. (Ed.) Thirty Years of Linguistic Evolution: Studies in Honour of René Dirven on the Occasion of his Sixtieth Birthday (pp. 31-57). John Benjamins Publishing Company. Instituto Colombiano para la Evaluación de la Educación (Icfes) (2021). Informe nacional de resultados del examen Saber 11° 2020, 1. https://www.icfes.gov.co/documents/20143/2211695/Informe+nacional+de+resultados+Saber+11+2020.pdf Kerres, M. & Witt, C. (2003). A Didactical Framework for the Design of Blended Learning Arrangements. Journal of Educational Media, 28 (2-3), 101-113. https://www.researchgate.net/publication/254302653_A_Didactical_Framework_for_the_Design_of_Blended_Learning_Arrangements Khaghaninejad, M. S., & Fahandejsaadi, R. (2016). Music and Language Learning. Shiraz University. https://www.researchgate.net/publication/307014316_Music_and_Language_Learning Larsari, V. (2011). Learners’ Communicative Competence in English as a Foreign Language (EFL). International Journal of English and Literature, 2(7), 161-165. https://academicjournals.org/journal/IJEL/article-abstract/7C380B61342 Lee, L., & Lin, S. (2015). The Impact of Music Activities on Foreign Language, English Learning for Young Children. Journal of the European Teacher Education Network, 10, 13-23. https://www.researchgate.net/publication/301694127_The_Impact_of_Music_Activities_on_Foreign_Language_English_Learning_for_Young_Children Leon-Henry, D. (2021). What is the Difference between Didactics and Pedagogy? Reflective Teaching Journal. https://reflectiveteachingjournal.com/difference-between-didactics-and-pedagogy/ Lynch, L. (2012). Nine reasons why You Should Use Songs to Teach EFL. Eslbase. https://www.eslbase.com/teaching/using-songs-to-teach-efl Marsh, D. (2002). CLIL/EMILE-The European Dimension: Actions, Trends and Foresight Potential. University of Jyväskylä. https://jyx.jyu.fi/bitstream/handle/123456789/47616/1/david_marsh-report.pdf Martínez, L. A. (2016). My committee: a cooperative opportunity to interact in a PBL experience [Bachelor’s degree thesis, Universidad Pedagógica Nacional] Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/3152 Ministerio de Educación Nacional (n.d.). Lineamientos curriculares: idiomas extranjeros. https://www.mineducacion.gov.co/1621/articles-339975_recurso_7.pdf Ministerio de Educación Nacional (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Ministerio de Educación Nacional (2016). Lineamientos estándar para proyectos de fortalecimiento del inglés. https://www.mineducacion.gov.co/1759/articles-357562_recurso_3.pdf Mora, C. (2000). Foreign Language Acquisition and Melody Singing. ELT Journal, 54(2), 146-152. https://www.researchgate.net/publication/31211656_Foreign_language_acquisition_and_melody_singing Muñoz, L. N. (2018). Fourth Graders’ Co-construction of Monologues through Task-Based Learning Approach [Bachelor’s degree thesis, Universidad Pedagógica Nacional] Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/9124 Murcia, G. (2020). Developing Integrated Skills through Children Song-Based Tasks [Bachelor’s degree thesis, Universidad Pedagógica Nacional] Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/12140 Palacios, N., & Chapetón, C. (2014). The Use of English Songs with Social Content as a Situated Literacy Practice: Factors that Influence Student Participation in the EFL Classroom. 77 FOLIOS, (40), 125-138. https://revistas.pedagogica.edu.co/index.php/RF/article/view/2829 Palacios, N., & Chapetón, C. (2014). Students’ Responses to the Use of Songs in the EFL Classroom at a Public School in Bogotá: A Critical Approach. GIST Education and Learning Research Journal, (9), 9-30. https://doi.org/10.26817/16925777.141 Peel, E. (2020). Pedagogy. Encyclopedia Britannica. https://www.britannica.com/science/pedagogy Pérez, D. (2010). The Role of Music in Young Learners' Oral Production in English. Profile Issues in Teachers Professional Development, 12(1), 141-157. https://revistas.unal.edu.co/index.php/profile/article/view/13994 Ruiz, M. (2009). El aprendizaje de una lengua extranjera a distintas edades. Espiral. Cuadernos del profesorado, 2(3), 98-103. http://repositorio.ual.es/bitstream/handle/10835/5661/874-3229-1-PB.pdf?sequence=1 Yulduz, S., Sardor, S., Maftuna, A. (2021). The Psychological and Cognitive Benefits of Multilingualism. Annals of the Romanian Society for Cell Biology, 25(2), 591–596. https://www.annalsofrscb.ro/index.php/journal/article/view/986 Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The internet TESL journal, 7(2), 1-4. https://www.researchgate.net/publication/309390126_Reasons_for_Using_Songs_in_the_ESLEFL_Classroom Secretaría de Educación Distrital (2020). El ‘revolcón’ en el aprendizaje del inglés en colegios públicos de Bogotá. https://www.educacionbogota.edu.co/portal_institucional/node/7703 Secretaría de Educación Distrital (2021). Sobre el regreso a clases en Bogotá para el 2021 en localidades con cuarentena estricta. https://www.educacionbogota.edu.co/portal_institucional/noticia/sobre-el-regreso-clases-en-bogota-para-el-2021-en-localidades-con-cuarentena-estricta Siraj-Blatchford, I., Muttock, S., Sylva, K., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Department of Education and Skills. http://www.327matters.org/docs/rr356.pdf Tassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. London: Pearson Education. Vaňková, Š. (2014). CLIL in Music Education [Bachelor’s degree thesis, Masaryk University] MUNI. https://is.muni.cz/th/220747/pedf_c_b1/final_thesis_last_version.pdf Vila, B. (2021). Music as a Tool for Foreign Language Learning in Early Childhood Education and Primary Education. Proposing Innovative CLIL Music Teaching Approaches. CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(1), 35-47. https://doi.org/10.5565/rev/clil.60 Willis, J. (2013). English through Music: Designing CLIL Materials for Young Learners. Padres y Maestros, 349, 29-32. https://revistas.comillas.edu/index.php/padresymaestros/article/view/29-32 Wood, D., Bruner, J. & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x Zhang, S. (2009). The role of input, interaction, and output in the development of oral fluency. English Language Teaching, 2(4), 91–100. https://files.eric.ed.gov/fulltext/EJ1083691.pdf Zuluaga Franco, S. (2020). Task Based Learning Approach to Foster EFL Learners’ Listening and Speaking Skills [Bachelor’s degree, Universidad de Antioquia]. Repositorio Institucional Universidad de Antioquia. http://hdl.handle.net/10495/16861 Zuluaga, J. (2018). Reading tasks role in situated vocabulary learning [Bachelor’s degree Thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/11880
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spelling	Montaño Moreno, JohannaGutiérrez Lol, JamesBogotá2022-06-15T20:09:19Z2022-06-15T20:09:19Z2022http://hdl.handle.net/20.500.12209/17417instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La música ha sido una herramienta útil en las aulas de inglés, puesto que conecta a los estudiantes con el aprendizaje, les ayuda a adquirir habilidades relacionadas con gramática junto con pronunciación, y adquieren vocabulario en el proceso. Recientemente, ha habido propuestas que involucran el uso de la música como un área de la educación integrada con la enseñanza del inglés, lo cual ha abierto las puertas al aprendizaje de detalles concretos de la música por medio de, entre otros aspectos, el aprendizaje de vocabulario sobre instrumentos musicales (Pérez, 2010), ayudando a los estudiantes a desarrollar habilidades comunicativas de una manera integral (Murcia, 2020). Teniendo en cuenta esto, se ha pensado en una propuesta que tenga como propósito captar el interés de los estudiantes dentro de un contexto musical, haciendo uso del inglés dentro del aula de clase a través de la historia de la música, los instrumentos musicales y sus características. Esta propuesta innovadora apunta a transformar el salón de clases en un entorno significativo que motive a los jóvenes a desarrollar su competencia comunicativa en inglés, usando la lengua extranjera para aprender y reflexionar acerca de la música por medio de actividades diversas que incluyen el canto, la percusión corporal, discusiones sobre música e instrumentos; esto desarrollado dentro de un entorno de aprendizaje del tipo “blended”. Para cumplir con el desarrollo de estos aspectos, se espera usar material auténtico con contenido significativo a través de un enfoque de Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE).Submitted by James Gutiérrez Lol (jgutierrezl@upn.edu.co) on 2022-06-03T14:25:08Z No. of bitstreams: 2 Promoting communicative competence in efl.pdf: 4689783 bytes, checksum: 4a23525a95ad2f9d57733e8232ec00c9 (MD5) Gutierrez Lol James Licencia uso trabajos y tesis grado.pdf: 1803767 bytes, checksum: 961b832cce3b73272a7d859f327ab645 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado , en tanto, el título de la metadata no contienen las mayúsculas de los nombres propios que ubicó en la portada de su documento. Por favor unificar y volver a enviar. on 2022-06-03T21:51:22Z (GMT)Submitted by James Gutiérrez Lol (jgutierrezl@upn.edu.co) on 2022-06-03T23:04:10Z No. of bitstreams: 2 Promoting communicative competence in efl.pdf: 4689783 bytes, checksum: 4a23525a95ad2f9d57733e8232ec00c9 (MD5) Gutierrez Lol James Licencia uso trabajos y tesis grado.pdf: 1803767 bytes, checksum: 961b832cce3b73272a7d859f327ab645 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-06-06T14:22:32Z (GMT) No. of bitstreams: 2 Promoting communicative competence in efl.pdf: 4689783 bytes, checksum: 4a23525a95ad2f9d57733e8232ec00c9 (MD5) Gutierrez Lol James Licencia uso trabajos y tesis grado.pdf: 1803767 bytes, checksum: 961b832cce3b73272a7d859f327ab645 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2022-06-15T20:09:19Z (GMT) No. of bitstreams: 2 Promoting communicative competence in efl.pdf: 4689783 bytes, checksum: 4a23525a95ad2f9d57733e8232ec00c9 (MD5) Gutierrez Lol James Licencia uso trabajos y tesis grado.pdf: 1803767 bytes, checksum: 961b832cce3b73272a7d859f327ab645 (MD5)Made available in DSpace on 2022-06-15T20:09:19Z (GMT). No. of bitstreams: 2 Promoting communicative competence in efl.pdf: 4689783 bytes, checksum: 4a23525a95ad2f9d57733e8232ec00c9 (MD5) Gutierrez Lol James Licencia uso trabajos y tesis grado.pdf: 1803767 bytes, checksum: 961b832cce3b73272a7d859f327ab645 (MD5) Previous issue date: 2022Universidad Pedagógica NacionalLicenciado en Español y Lenguas ExtranjerasPregradoMusic has been a useful tool in English classes, as it engages students into learning the language and helps them to achieve skills related to grammar and pronunciation while also acquiring vocabulary. Recently, there have been proposals in which music is involved as an educational subject when teaching English, and this integration has allowed students to learn the specifics of music, using real instruments and learning new vocabulary about them at the same time (Pérez, 2010), helping students to develop communicative skills in an integrated way (Murcia, 2020). In order to get students fully engrossed in a musical context, a proposal regarding the use of English language in the classroom through music history, musical instruments and their characteristics come into play. This proposal aims to transform the classroom into a meaningful environment, motivating young learners to develop their communicative competence in English by using the language to learn about music and its insights through diverse activities such as singing, body percussion, discussions around music and instruments in a blended learning environment. To comply with these aspects, authentic material and meaningful content is expected to be used in the classroom through a Content and Language Integrated Learning approach (CLIL).application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE)Blended learningCompetencia comunicativaEducación musicalInstrumentos musicalesContent and Language Integrated Learning (CLIL)Blended learningCommunicative competenceMusic educationMusical instrumentsPromoting communicative competence in EFL through CLIL : a musical perspective.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlba, L. & Betancur, M. (2020). 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Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/11880THUMBNAILPromoting communicative competence in efl.pdf.jpgPromoting communicative competence in efl.pdf.jpgIM Thumbnailimage/jpeg2801http://repository.pedagogica.edu.co/bitstream/20.500.12209/17417/5/Promoting%20communicative%20competence%20in%20efl.pdf.jpgd473803c77c8eb1f9efc85bc7d3ab36cMD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/17417/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202203250096963-03JUN22-JAMESGUTIERREZ.pdf202203250096963-03JUN22-JAMESGUTIERREZ.pdfLICENCIA APROBADAapplication/pdf1803767http://repository.pedagogica.edu.co/bitstream/20.500.12209/17417/4/202203250096963-03JUN22-JAMESGUTIERREZ.pdf961b832cce3b73272a7d859f327ab645MD54ORIGINALPromoting communicative competence in efl.pdfPromoting communicative competence in efl.pdfapplication/pdf4689783http://repository.pedagogica.edu.co/bitstream/20.500.12209/17417/1/Promoting%20communicative%20competence%20in%20efl.pdf4a23525a95ad2f9d57733e8232ec00c9MD5120.500.12209/17417oai:repository.pedagogica.edu.co:20.500.12209/174172023-05-16 16:08:02.792Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Promoting communicative competence in EFL through CLIL : a musical perspective.

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