The purpose of this exploratory qualitative study was to determine the factors and conditions that intervene in the implementation of CLIL (Content and Language Integrated Learning) in diverse Colombian educational contexts. This study was conducted at five private schools from different cities and towns in the country (Bogota, Chia, Tenjo, Facatativa, and Girardot). Data was collected from three sources (interviews, questionnaires, and field journals). Data analysis procedures included the use of triangulation and validation procedures through the grounded theory approach. Findings revealed that teachers still have complications understanding CLIL as an approach that goes beyond the mere usage of the target language in content. Instead, the study advocates for the inclusion of essential lifelong skills (i.e. creativity, critical thinking, collaboration, and communication) when implementing CLIL in the classroom. Results also indicated that staged lesson planning is scarce, and that teachers’ practices still emphasize the scope and sequence plan provided by the textbook used in the institutions. Hence, the study supports the design and implementation of CLIL professional development programs that through scaffolding can assist teachers in viewing and situating CLIL as a dialogic pedagogical approach. Not only does the approach help teachers make use of their existing knowledge of CLIL, but also helps them materialize ways through which language and content can be integrated. It does so by making use of students’ primary knowledge and mapping achievable routes for effective educational enrichment not restricted to language and content classrooms but expanded into other formal and non-formal learning contexts. Key words: CLIL, professional development, CLIL planning, lifelong learning.

中文翻译：

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CLIL的现场练习：哥伦比亚老师的声音

这项探索性定性研究的目的是确定在哥伦比亚不同的教育环境中干预实施CLIL（内容和语言集成学习）的因素和条件。这项研究是在该国不同城镇的五所私立学校进行的（波哥大，恰亚，滕霍，法卡塔蒂瓦和吉拉尔多特）。数据是从三个来源（访谈，问卷和实地期刊）收集的。数据分析程序包括通过扎根理论方法使用三角剖分和验证程序。调查结果表明，教师对CLIL的理解仍然存在一些复杂问题，而CLIL是一种超越目标语言在内容上使用的方法。相反，该研究主张将基本的终身技能（即创造力，批判性思维，协作和交流）。结果还表明，分阶段的课程计划是稀缺的，并且教师的实践仍然强调机构使用的教科书提供的范围和顺序计划。因此，本研究支持CLIL专业发展计划的设计和实施，该计划通过脚手架可以帮助教师将CLIL视作对话教学方法。这种方法不仅可以帮助教师利用他们现有的CLIL知识，还可以帮助他们具体化语言和内容的集成方式。它通过利用学生的基本知识并映射可行的途径来进行有效的教育丰富，而不仅限于语言和内容教室，还扩展到其他正式和非正式学习环境。关键词：CLIL，专业发展，CLIL计划，终身学习。