Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination

Vázquez, Víctor Pavón; Lancaster, Nina Karen; Callejas, Carmen Bretones

doi:10.1080/09571736.2019.1642940

Cited by 23 publications

(17 citation statements)

References 25 publications

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“…Although there are many areas in which difficulties persist, teachers appear to be aware of the enormous potential that the programme has and show eagerness to partake in the innovative educational venture. This positive outlook is congruent with the previous studies which underscore the teachers' endorsement of the programme and where general satisfaction towards CLIL development has been reported Lancaster, 2016;Vázquez et al, 2019). Yet, the findings of the present investigation are not consistent with the study conducted by Quero Hermosilla and Gijón González (2017), where the overall assessment of the project is rather negative.…”

Section: Objective 1: Needs Analysissupporting

confidence: 91%

“…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%

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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: Objective 1: Needs Analysissupporting

confidence: 91%

Section: Major Challenges Clil Teachers Facementioning

confidence: 99%

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

Szcześniak

Luna²

2022

PortaLin

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“…These frameworks or interpretations have been utilised as a valuable tool in studies to examine CLIL teachers' competencies and yield insight into professional development (Banegas & del Pozo Beamud, 2020;Cortina-Pérez & Pino Rodríguez, 2021;Custodio-Espinar, 2019;Vázquez et al, 2020). Although the contexts of these studies are different, they have all highlighted the necessity of paying more attention to CLIL teachers' competencies and providing more training opportunities for them, aimed at promoting professional development.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining Teacher Competencies in Content and Language Integrated Learning: Professional Profiles and Ways Forward

Hu¹

2022

rupkatha

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Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic competence, content competence, pedagogic competence, CLIL fundamentals, interpersonal and collaborative competence, and reflective and developmental competence in a sample of 205 CLIL teachers from Chinese higher education providers. They had dissimilar genders, language expertise, content subject specialisation, affiliations, academic degrees, educational backgrounds, years of teaching CLIL and professional titles. Inferential analyses of the data obtained from a questionnaire indicated a high heterogeneity in the sample, allowing of the description of CLIL teachers’ profiles of professional competences in accordance with their demographic factors. It is concluded that professional training and ongoing research into CLIL teachers’ needs are essential to achieve the homogeneity of competencies and that a supportive network should be established to encourage active partnership amongst CLIL teachers and educational institutions.

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“…Moreover, existing ITE programmes are criticised for not offering sufficient methodological training in CLIL (De la Maya Retamar & Luengo González, 2015), and generally not being in line with the new teacher demands (Cabezuelo Gutiérrez & Fernández Fernández, 2014). To meet them, recommendations include pre-service and in-service training modules (Madrid Manrique & Madrid Fernández, 2014;Pavón et al, 2020;Pérez-Cañado, 2018), as well as offering EMI (English as Medium of Instruction) teacher training programmes at both the bachelor and master's levels (Pérez-Cañado, 2018).…”

Section: Training For Clilmentioning

confidence: 99%

“…There are a number of studies that discuss the training needs of pre-service English and CLIL teachers in the Spanish context (e.g., Cabezuelo & Fernández, 2014;Fernández-Viciana & Fernández-Costales, 2017;Gutiérrez Gamboa & Custodio Espinar, 2021;Pavón et al, 2020). As to the curricular design of ITE programmes, the main study is that of De la Maya Retamar and Luengo González (2015), in which 60 primary education teacher training programmes at the national level were surveyed.…”

Section: Introductionmentioning

confidence: 99%

Initial Teacher Education of Primary English and CLIL Teachers: An Analysis of the Training Curricula in the Universities of the Madrid Autonomous Community (Spain)

Hernández

2021

IJLTER

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The Madrid Autonomous Community (Spain) offers a significant case of extensive bilingual (English) education provision in primary and secondary school, with over 50% of students following a Content and Language Integrated Learning (CLIL) programme. However, there are doubts about the ability of the current pre-service teacher education provision to meet the demands of the rapid growth of bilingual education in the region. This study analyses the initial teacher education (ITE) of English as a Foreign Language (EFL) and CLIL teachers in the Madrid community, by providing a systematic comparison of the 14 Primary Education teacher training degrees offered and, specifically, their EFL specialist itineraries. In particular, it assesses the balance between the development of linguistic and pedagogical competences, the linguistic requirements to enter the EFL track, and the inclusion of dedicated CLIL modules as part of the training curriculum. Results show that there is a great heterogeneity in the design of such programmes, especially regarding the value given to a language improvement component. Furthermore, it was found that the training in CLIL is insufficient, both in the core programmes and in the EFL itinerary. Beyond the Spanish context, the questions raised in this study can offer insight into the effective design of initial teacher education programmes for educational systems that have committed to mainstream bilingual education as a tool for enhancing foreign language competence.

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Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination

Cited by 23 publications

References 25 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

Examining Teacher Competencies in Content and Language Integrated Learning: Professional Profiles and Ways Forward

Initial Teacher Education of Primary English and CLIL Teachers: An Analysis of the Training Curricula in the Universities of the Madrid Autonomous Community (Spain)

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