CLIL and Flipped Learning approaches: A pedagogical intervention in Higher Education

This article discusses the results of implementing Content Language Integrated Learning (CLIL) and Flipped Learning from a language teachers’ contribution and perspectives by restructuring the content professor’s teaching practices. This case study was conducted in a private University in Bogota, Colombia. The data were collected through focus group, semi-structured interview, and non-participant observations. Certain modifications were found regarding the inclusion of warm up, lead-in and vocabulary sections within the use of multimodal resources. In addition, collaborative tasks led towards communicative performance in the English as a Foreign Language (EFL) classroom.