Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL)

Vázquez, Víctor Pavón; García, María del Carmen Méndez

doi:10.18172/jes.3227

Cited by 10 publications

(15 citation statements)

References 33 publications

(38 reference statements)

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“…Taking into account that CLIL can be seen as language policy "from below" or "as a kind of self-organising system" (Hüttner et al, 2013, p. 280), examining the views of stakeholders (teachers, parents and learners) has found a place in the CLIL research agenda. As far as teachers are concerned, their willingness or reluctance to put CLIL into practice greatly depends on the extent to which its aims are clearly understood (Pavón & Méndez, 2017) or perceived as attainable and/or beneficial. A number of studies carried out in Europe have allowed us to gain some insights into teachers' beliefs about CLIL.…”

Section: Introductionmentioning

confidence: 99%

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Martí¹,

Portolés²

2019

ELT

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In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

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Section: Introductionmentioning

confidence: 99%

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Martí¹,

Portolés²

2019

ELT

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“…In view of the complexity of the project and the profound impact it has had on the whole institution, a general consensus concerning the need for enhanced collaboration has been reached (Lova Mellado & Bolarín Martínez, 2015;Pavón Vázquez & Méndez García, 2017;Vázquez et al, 2019). As a matter of fact, coordination and teamwork are of paramount importance to ensure the effectiveness of the bilingual programme (Barrios & Milla Lara, 2020).…”

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

“…Furthermore, teachers have expressed dissatisfaction towards legislation as it has not allowed for coordination in the timetable, placing the burden on them to make the coordination a reality. In fact, administration and educational authorities have come under criticism for the scant support offered to CLIL teachers who demand more incentives and recognition for their hard work (Pavón Vázquez & Méndez García, 2017).…”

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

“…It is notable that despite the complexities of these innovative practices, numerous studies have revealed that the overall evaluation of the project is positive Lancaster, 2016)and the overwhelming majority of teachers have expressed willingness to take on a new challenge (Guillamón-Suesta & Renau, 2015). Yet, they all concur that affiliation to the bilingual programme considerably increases their workload (Pavón Vázquez & Méndez García, 2017), and thus they demand more support and incentives in order to avoid the burn-out syndrome (Fernández & Halbach, 2011). Nevertheless, these findings are not congruent with the results of other studies where the overall assessment of the project is negative (Quero Hermosilla & Gijón González, 2017;Brady & García Pinar, 2019).…”

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

“…That is why, the ratio of students per class is not considered to be such a hindrance to them, as compared to those whose liaison with other stakeholders is scarce, requiring them to deal with all the obstacles on their own. As a matter of fact, it has been argued that enhanced collaboration is one of the key factors which contribute to the successful development of the project as it fosters interactions among CLIL teachers who exchange opinions, share experiences, and adapt resources, which consequently facilitates their teaching practices (Pavón Vázquez & Méndez García, 2017). Thus, those who collaborate more seem to harbour a more positive outlook on numerous facets of the programme.…”

Section: Objective 2: Within-cohort Comparisonmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía

Szcześniak

Luna²

2022

PortaLin

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Content and Language Integrated Learning (CLIL) has been deemed to be a promising and innovative approach to teaching foreign languages and has received unanimous endorsement by virtually all educational authorities in the European Union. Yet, notwithstanding the numerous benefits the programme offers, it is not free from difficulties. Thus, the main objective of this qualitative study was to examine the teachers’ perceptions of CLIL implementation with the major focus on the shortcomings detected and outlined in the previous studies. Data were obtained from an ad hoc online questionnaire filled out by 203 in-service teachers from bilingual English primary schools in the eight provinces of Andalusia (i.e., Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga and Sevilla) in the year 2020. The picture emerging from the results of the study is not positive as it reflects growing concern over the paucity of teacher training programmes, insufficient coordination, lack of attention to diversity, inadequate textbook design, and above all, students’ low English proficiency and class size, factors which might impede the proper development of the programme. Moreover, content teachers as well as those with lower language competence and less experience in teaching appear to be in dire need of more training and support.

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Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers

Pham

Ünaldı

2021

International Journal of Bilingual Education and Bilingualism

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Content and Language integrated learning (CLIL) revolves around the dual goal of language acquisition and content knowledge; therefore, cross-curricular collaboration between language and content teachers is one of the key factors for the success of CLIL education. This study investigates multiple aspects of cross-curricular collaboration in a Vietnamese CLIL program, including teachers' beliefs about pedagogic roles, professional support provided, and actual cross-curricular collaboration implemented. Data collected from eight teachers through semi-structured interviews were coded for emerging themes using thematic analysis, and relevant documents were analysed as complementary data. The findings indicate that the teachers viewed their pedagogical responsibilities and foci rigidly within their discipline, rather than as a dual-focused role of both language and content teaching. Additionally, a mismatch between professional support provided by the school and by the program designers was identified, indicating insufficient training and supervision in the implementation of the program. Although there was evidence of teacher collaboration, the practice still lacked consistency and systematicity due to issues such as workload, schedule and motivation. The findings from this study have important implications for professional development and curriculum design in CLIL bilingual programs to facilitate successful cross-curricular collaboration.

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Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL)

Cited by 10 publications

References 33 publications

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía

Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers

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