Exploring the CLIL Approach for Developing Speaking Fluency in Primary Education

Abstract

This study analyzes the impact of the Content and Language Integrated Learning (CLIL) approach on the development of English-speaking fluency among primary education students at Unidad Educativa Ecomundo Babahoyo, Ecuador. A mixed-methods design was employed, combining quantitative pre- and post-test assessments with qualitative data from observations, questionnaires, and teacher interviews. The study aims to determine whether CLIL enhances fluency, accuracy, complexity, and coherence in oral production compared to traditional instruction. Findings are expected to demonstrate significant improvements in communicative competence, contributing to evidence-based pedagogical practices in EFL contexts and supporting the implementation of CLIL in primary education settings.