CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia

Barrios, Elvira; Lara, María Dolores Milla

doi:10.1080/09571736.2018.1544269

Cited by 37 publications

(33 citation statements)

References 44 publications

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“…Thus, in view of the complexity of the bilingual programme implementation, the viability and sustainability of the project largely depend on the teachers' expertise, commitment and motivation. Thus, an ever-growing body of research into the topic of the teachers' perspectives on CLIL development has been well documented (Barrios & Milla Lara, 2020;Milla Lara & Casas Pedrosa, 2018;Pérez Cañado, 2018b).…”

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

“…Even though it has been proved beyond doubt that CLIL is already reaping its benefits, the project still has many areas in which difficulties persist (Pérez Cañado, 2018a). There is widespread concurrence among stakeholders as regards the shift from traditional teaching methods to a more innovative, collaborative, student-centred and experiential methodology (Barrios & Milla Lara, 2020). However, although great strides in the employment of CLIL pedagogical principles in class have been reported (Pérez Cañado, 2018a), there is still an urgent need to equip CLIL teachers with proper skills and knowledge to ensure a success-driven implementation of the project.…”

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

“…In fact, scarce knowledge of how to efficiently put CLIL into practice may be counterproductive and put its effectiveness in jeopardy (Pérez Cañado, 2018a). Furthermore, scant expertise in methodological aspects may lead to erroneous assumptions and different realizations of the project (Barrios & Milla Lara, 2020), which eventually might prove to be a hindrance to the proper implementation of the programme. Yet, it has to be borne in mind that although a considerable number of teachers expressed deep unease over a paucity of teacher training schemes offered to them prior to the commencement of work (Alcaraz-Mármol, 2018;Custodio Espinar & García Ramos, 2020;Porto Currás et al, 2019), the in-service training programmes have also come under harsh criticism.…”

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

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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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Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

See 1 more Smart Citation

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

Szcześniak

Luna²

2022

PortaLin

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“…Karimi et al (2019) study also showed that English language learners groups find classes more accessible and attractive when it is used the methodology CLIL. However, applying CLIL should be done appropriately as Barrios & Milla-Lara (2020) and Antropova et al (2021) who remarked that CLIL incorrect implementation can negatively impact learners' achievement.…”

Section: Content and Language Integrated-learning (Clil)mentioning

confidence: 99%

English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

Barre

Villafuerte

2021

Engl. Lang. Teach. Educational. Journal

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Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

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“…Moreover, there prevails a common conceptualization of assessment that considers assessment as a practice following a definite period of teaching. Such a conceptualization deliberates assessment as a means to check the quality of the end-product (Barrios & Milla Lara, 2018;Tsagari et al, 2018). The research also indicates the negligence and the poor quality of language teacher training programs regarding assessment (Davies, 2008;Gan & Lam, 2020;Purpura, 2016;Spolsky, 2008;Vogt & Tsagari, 2014).…”

Section: Introductionmentioning

confidence: 99%

Exploring How ELT Teachers Perceive and Practice English Language Assessment

Işık

2021

JLE

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As a well-designed language education program naturally requires a well-designed assessment component, the pivotal role of assessment in language education needs to be stressed. This study focuses on how English language teaching (ELT) teachers receive training in English language assessment, and how they perceive and practice assessment in Turkey. The study was conducted with the participation of 198 ELT teachers from 24 K-12 level schools and eight universities. A mixed-methods research design was chosen and the data were collected through a questionnaire, follow-up interviews, observations, personal conversations, and sample exam evaluations. The findings indicated that the assessment practices of the teachers were shaped by the teachers’ language learning and teaching experiences, their intuition, adherence to assessment traditions, and the emulation of what other teachers conducted to conform to group norms. It was also observed that as the teachers did not receive proper pre-service and in-service assessment training, their assessment knowledge was low. Moreover, it was found that the assessment component of teacher training programs remained peripheral and did not help equip teachers with assessment-related theoretical knowledge and practical skills. Finally, the assessment quality in these schools was found to be low and assessment was taken as a formal requirement to grade students. In the final part of the paper, some suggestions for effective assessment are put forward.

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CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia

Cited by 37 publications

References 44 publications

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

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

English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

Exploring How ELT Teachers Perceive and Practice English Language Assessment

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