Content Classes Delivered in English at a Private School in Medellín– A Case Study

Abstract

This thesis examines the implementation of geography and history classes delivered in
English in a private school in Medellin-Colombia from three perspectives: the teachers’
profile, their methodology, and the use of materials in light of Content-Based Instruction
(CBI). The data was collected through surveys, class observations, and interviews. The
results indicate that the content teachers lack training in teaching their classes through the
medium of English; that there is no integration of content and language teaching, and that
there is absence of collaborative work between the language teachers and the content
teachers. This research also concludes that it is fundamental to revisit the concepts of
bilingualism and bilingual education in the Colombian context.