“Soft CLIL: How to Effectively Apply Bloom’s Taxonomy to Pro mote Reading Cognitive Skills in Higher Education”.

Abstract

Many approaches such as “Content and Language Integrated Learning.” (CLIL, created by David Marsh,1994) have emerged as an alternative to improve education. Nevertheless, there is little information about CLIL, its principles, and how to associate it with Bloom’s six levels of cognitive learning to encourage reading in pre-graduate learners into the classroom. The Ecuadorian education field of teaching a second language still has a lot to research on the use of Bloom’s Taxonomy associated with CLIL, thus this literature review aims to cover some aspects of application to language teaching especially reading skills looking to benefit both graduate students and professors. This article derives from the necessity to provide students and teachers a new path for teaching and learning critically and creatively. It mentions how and why CLIL and Bloom’s Taxonomy can complement each other to boost comprehensive reading in universities and benefit academic learners and their personal lives. Bloom’s Taxonomy in the EFL classroom combines content with questioning, to create a relevant, practical and functional class.  Critical and creative thinking as well as reading are closely linked, in order to achieve different levels of reflection. Finally, this article clearly shows some examples of how this approach can be implemented and performed easily and frequently by any teacher moving from theory to practice to achieve improvement in their learners’ CCT.