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Abstract
This article presents the findings of a literature review on the impact of CLIL (Content and Language Integrated Learning) on English acquisition in young learners, focusing on strengthening writing skills and identifying the main difficulties and challenges that educators face with this method. For the analysis, a literature review approach was used to enable the interpretation of various studies, providing a foundation for further research on CLIL. Furthermore, this research aims were to analyze how CLIL fosters critical thinking and active participation, allowing young learners to meaningfully engage with both language and subject matter. Based on the literary analysis, several authors concur that implementing CLIL in the classroom is crucial for the development of writing skills. This method enables students to create new communication formats and confront situations where they must generate codes to comprehend the studied content.
References
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