Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom

Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.

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“…Fazzi and Lasagabaster, 2020; Pérez Cañado, 2018) and higher education students (e.g. Aguilar and Muňoz, 2014; Vega and Moscoso, 2019).…”

Section: Clil and Clil Teacher Educationmentioning

confidence: 99%

Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Banegas

Beamud

2020

RELC Journal

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“…Some of the benefits of implementing CL in the CLIL context have been described in the literature (Moss, 1992;Casal, 2008;Kagan & Kagan, 2009;Pastor Martínez, 2011, to mention a few). Besides, some other works have exclusively focused on CL challenges in general (Baloche & Brody, 2017;Buchs et al, 2017;Pescarmona, 2014;Shea, 2018), on challenges in CLIL implementation (Banegas, 2012;Pérez Vidal, 2013;Pérez Cañado, 2018), on CLIL implementation at university (Granados Beltrán, 2011;Vega & Moscoso, 2019), as well as on the teachers' perceptions towards CLIL implementation in the classroom (Brady & García-Pinar, 2019;Campillo, Sánchez & Miralles, 2019;Lundin & Persson, 2015;McDougald, 2015). However, research on collecting opinions from CLIL teachers about the implementation of CL in a CLIL classroom has not been found in the literature.…”

Section: Introductionmentioning

confidence: 99%

Cooperative learning in the CLIL classroom: challenges perceived by teachers and recommendations for Primary Education

Castillo-Rodríguez

Fernández

2022

ESXXI

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The popularity of Content and Language Integrated Learning (CLIL), as a pedagogical approach requiring a flexible methodology to learn content and a foreign language (FL), is unquestionable today. Cooperative learning (CL) seems to be an ideal methodology to meet the demands of CLIL. This study is aimed at collecting the perceptions of CLIL teachers with regard to the challenges that this approach entails when CL is implemented in primary-school classrooms. The respondents (n= 35) completed an online survey with 25 questions (closed-ended and open-ended). Results revealed the following challenges: use of the target language for interaction; motivation; lack of time; potential management problems; and assessment. On the other hand, respondents declared that in order to feel confident when combining CLIL and CL they would need more training. Finally, we provided some recommendations for each grade of Primary Education so as to shed some light on the challenges teachers perceive when CL is employed in CLIL subjects. This leaves an open door for further studies on CL in CLIL lessons from other countries. Nadie pone en duda la popularidad de la cual goza el enfoque pedagógico denominado Aprendizaje Integrado de Contenidos y de Lenguas Extranjeras (AICLE), que requiere de una metodología flexible para el aprendizaje de contenidos y de lengua extranjera (LE). El Aprendizaje Cooperativo (AC) se muestra, de hecho, como una metodología ideal que cubre las necesidades de AICLE. El objetivo de este artículo es recopilar las percepciones de docentes AICLE con respecto a los retos que supone este enfoque cuando implementan AC en las aulas de primaria. Los informantes (n= 35) respondieron un cuestionario online de 25 preguntas (cerradas y abiertas). Los resultados de este trabajo reflejan los siguientes retos: uso de la lengua meta para la interacción; motivación; falta de tiempo; problemas de gestión potenciales; y evaluación. Por otro lado, los informantes declararon que para sentirse seguros a la hora de combinar ambos (AICLE y AC) necesitarían más formación al respecto. Además de presentar los retos percibidos por parte de los participantes, propondremos una serie de recomendaciones para cada curso de Educación Primaria con el fin de que arrojen luz a estos retos, dejando una puerta abierta para futuros estudios sobre AC en clases AICLE en otros países.

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“…One study may illustrate the minimal effect of maintaining traditional grammar instruction in a CLIL environment. In a quasi-experiment study carried out with higher education learners at a school of tourism in Ecuador, Vega and Moscoso (2019) sought to find whether providing direct grammar instruction to a CLIL class would lead to English language improvement. To this effect, learners were divided into two groups: a CLIL group and non-CLIL group.…”

Section: Supporting Language Learningmentioning

confidence: 99%

Research into practice: CLIL in South America

Banegas

2021

Lang. Teach.

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This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable.

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Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom

Cited by 18 publications

References 31 publications

Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Cooperative learning in the CLIL classroom: challenges perceived by teachers and recommendations for Primary Education

Research into practice: CLIL in South America

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