Stepping into the integration of digital literacy in the CLIL approach

Abstract

This article explores the pedagogical effectiveness of implementing digital literacy in a CLIL program. This investigation was conducted in a bilingual high school located in Southern Tenerife (Canary Islands, Spain). An action research investigation was developed with a group (n= 30) in the third grade of Compulsory Secondary Education. A learning intervention was designed and implemented in the discipline of Social Science belonging to a CLIL program, and digital literacy was also included in the pedagogical instruction. The results obtained demonstrate that learners’ utilization of digital tools does not necessarily mean digital literacy development; the treatment and guidance of digital learning can be integrated within the CLIL approach resulting in positive outcomes when the CLIL approach is combined with project-based and cooperative learning.