Are teachers ready for CLIL? Evidence from a European study

Cañado, Marı́a Luisa Pérez

doi:10.1080/02619768.2016.1138104

Cited by 86 publications

(44 citation statements)

References 11 publications

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“…This clearly points to the need of providing increased training on all these fronts for non‐linguistic areas teachers, who are not as familiarized with the theory and methodology underlying CLIL, as has also been evinced by other studies (cf. Pérez Cañado, , ). Setting up Master's courses specifically geared at this type of CLIL teacher would be a possible solution to counter these deficiencies, something which is currently being done by Andalusian universities (cf.…”

Section: Resultsmentioning

confidence: 99%

CLIL and pedagogical innovation: Fact or fiction?

Cañado

2018

Int J App Linguistics

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This article presents the outcomes of a large‐scale program evaluation into whether the pedagogical innovation which is associated theoretically to CLIL is actually trickling down to on‐the‐ground practice. To this end, three sets of questionnaires have been applied and semi‐structured interviews have been conducted with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an in‐depth analysis of where we stand in the process of implementing CLIL methodology, materials, and evaluation. A detailed diagnosis is provided and within and across‐cohort comparisons are carried out. The outcomes reveal that considerable headway has been made in the implementation of CLIL methodology, materials, and evaluation, although problems still continue to surface affecting diversity, parental support, and teacher training.

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Section: Resultsmentioning

confidence: 99%

CLIL and pedagogical innovation: Fact or fiction?

Cañado

2018

Int J App Linguistics

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“…Some of them (synthesized and revised in Martín del Pozo, 2015) reveal that methodological concerns go after language up skilling. On the contrary, there is a shift of interest towards methodological issues in more recent studies in Spain (Durán-Martínez and Beltrán-Llavador, 2016) and in Europe (Pérez Cañado, 2014, 2016 and other previous studies (Fernández and Halbach, 2011).…”

Section: Teacher Education For Clil and Emimentioning

confidence: 99%

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

Pozo

2017

Rev. lingüíst. leng. apl.

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CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self) training of those teachers who need to update their language skills for CLIL.

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“…CLIL students have greater difficulties learning material than L1 students because they learn material at the same level as L1 students but with larger language deficits in the language of instruction (Cummins and Early 2015). CLIL teachers are generally untrained in teaching second language learners (SLLs), and they express concerns about how to teach them (Pérez-Cañado 2016). SLL researchers claim that scaffolding is a promising way to help SLLs (Gibbons 2015;van de Pol, Volman and Beishuizen 2010).…”

Section: Introductionmentioning

confidence: 99%

The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

Mahan

2020

The Language Learning Journal

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Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold their students to comprehend material. However, they provide few strategies to help students solve tasks, such as modelling and strategy use. CLIL teachers scaffold differently in the natural and social sciences; the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. The results imply that natural and social science teacher complement each other. However, CLIL teachers need to create more specific learning activities to provide their students with more support. KEYWORDSContent and language integrated learning (CLIL); English as a foreign language (EFL); scaffolding; classroombased research; teacher education

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Are teachers ready for CLIL? Evidence from a European study

Cited by 86 publications

References 11 publications

CLIL and pedagogical innovation: Fact or fiction?

CLIL and pedagogical innovation: Fact or fiction?

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

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