Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language

McDougald, Jermaine S.

doi:10.14483/udistrital.jour.calj.2015.1.a02

Cited by 70 publications

(63 citation statements)

References 5 publications

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“…Moreover, they believed that CLIL helps students develop both language skills and subject knowledge. Consistent with the findings reported by McDougald (2015), the participants responded that CLIL developed language skills and subject knowledge. Nonetheless, it was found that the majority of the participants noted that time was necessary for lesson planning and teaching.…”

Section: Discussionsupporting

confidence: 87%

EFL Pre-Service Teachers’ Perceptions of CLIL

Tachaiyaphum¹,

Sukying²

2017

AES

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This study aims to investigate EFL pre-service teachers' perceptions of CLIL concerning what CLIL is, what CLIL provides, what CLIL requires, who should implement CLIL, and where CLIL teachers should be trained. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after the introduction of CLIL. The findings revealed that most of the participants knew the notion of CLIL as they had taken the teacher training course. The majority of the participants viewed that CLIL provided the opportunities to integrate language into the content subjects. They believed that CLIL helps students develop both language skills and subject knowledge. However, it was revealed that the difficulties in CLIL implementation concerned content, a combination of culture to the lesson, and language (communication). The factors causing the difficulties were mainly related to teachers' lack of content knowledge, students' low English proficiency, and the difficult content interrelated to the technical vocabulary. Another factor directly related to CLIL was 4Cs integration into the lessons. It can be seen that although the EFL pre-service teachers have taken the CLIL training course, they still find CLIL difficult to apply and cannot make CLIL classes effective. The factors can be a guide to develop the CLIL training in order to produce qualified CLIL teachers. Content subject and language training, principles of 4Cs and of CLIL, as well as how to apply to the lessons should be highly emphasized in the training course.

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Section: Discussionsupporting

confidence: 87%

EFL Pre-Service Teachers’ Perceptions of CLIL

Tachaiyaphum¹,

Sukying²

2017

AES

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“…Even more disconcerting is that the policy predominantly configures itself around a linguistic fashion: the erroneous idea that language principally consists of grammar memorization and metalinguistic knowledge. As of yet, there is little evidence on how this policy would go beyond this basic conception of language learning to include current trans-disciplinary approaches that entail content-based methodologies in the English classroom such as CLIL (a phenomenon which has timidly emerged in the Bogotá region in the past few years [McDougald, 2015]), an intercultural dimension, and even a pragmatic competence. Having said this, this paper argues that CB and precedent policies are evidently including English in the curriculum to attain a mechanical level of the language.…”

Section: Unanswered Questionsmentioning

confidence: 99%

Unanswered Questions in Colombia’s Foreign Language Education Policy

Carvajal¹,

Tejada-Sánchez²

2016

PROFILE

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Following the trend of much of the Western, non-English speaking world, Colombia has tirelessly strived for spreading English education in an effort to augment economic benefits. This paper aims at providing a critical account of foreign language education policy in Colombia, with special attention to English. It outlines the impact of its multiple transitions over the past decades through a historical description that overviews all previous policies, the critical reception by scholars, and present-day initiatives. We then move on to analysing the choice of English as a synonym for bilingualism and conclude with emerging questions that are to be considered for future debates and reassessments of Colombia's English-Spanish bilingual education policy.Key words: Bilingual education in Colombia, Common European Framework of Reference, language policy, linguistic colonialism.Siguiendo una tendencia general en el Occidente no anglófono, Colombia ha intentado incansablemente difundir la educación en lengua inglesa en aras de alcanzar beneficios económicos. Este artículo busca ofrecer una descripción crítica de la política de enseñanza de lengua extranjera: inglés. Se considera el impacto de las múltiples transiciones que ha sufrido la misma a lo largo de los años mediante una descripción histórica de las anteriores iniciativas, la recepción de parte de los académicos y la propuesta actual del gobierno. Finalmente, se analiza la elección del inglés como sinónimo de bilingüismo para concluir con las dudas que suscita la política actual a fin de abrir un futuro debate y revaloración sobre la educación bilingüe español-inglés.Palabras clave: colonialismo lingüístico, educación bilingüe en Colombia; Marco Común Europeo de Referencia, política lingüística.

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“…The program is at a stage of on-going implementation in which students currently in third grade have increased the number of subjects instructed in English since 2014 to date (2016) when they finally have 50% of their curriculum in English. This study focused on the evaluation of CLIL in science as it is the only content subject that is assessed by the national standard tests, has a relevant number of hours in the curriculum, and is the second most popular content subject taught in Colombian Bilingual Schools (McDougald, 2015).…”

Section: Context Of the Studymentioning

confidence: 99%

“…This national tendency has led private and public schools to the implementation of programs without regard to learners' needs analysis, context characteristics, and required resources (Lugo-Vásquez, Fandiño-Parra, & Bermúdez-Jiménez, 2012). Additionally, little research has been conducted in Colombia regarding the actual effects of CLIL: one study was found at the university level (Otálora, 2009), one at elementary school level (Mariño, 2014), two regarding teachers' perceptions and experiences (Curtis, 2012a) (Curtis, 2012b) (McDougald, 2015 and two more related to the state of CLIL in Colombia (McDougald, 2009), (Rodríguez, 2011.…”

Section: Introductionmentioning

confidence: 99%

Assessment in CLIL: Test Development at Content and Language for Teaching Natural Science in English as a Foreign Language

Leal¹

2016

laclil

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On-going bilingual programs without regard to needs analysis; little research on the actual effects of CLIL in Colombia and vague awareness or knowledge about the necessary considerations for effective CLIL programs, underpin the need to address a particular issue of curriculum as it is summative assessment. This small scale study takes place in a Natural Science class using a CLIL approach with thirdgrade students at A2 proficiency level who have been progressively immersed in a bilingual program at a private school in Bogotá, Colombia. Regularly scheduled tests were analyzed in order to identify suitable assessment items that simultaneously report on the content and language achievement in order to provide guidelines for test development that are aligned with the teaching goals, consistently measure students' progress, and facilitate teaching practices. This study entails a systematic examination of test items using formal item analysis to depict test validity from an assessment grid that integrates content, at different knowledge levels, CALP functions and cognitive skills. The study concludes that the assessment grid is a helpful tool to discriminate language and content achievement in the results of multiple-choice CLIL tests, by increasing teachers' understanding of the language demands of test items and the level of difficulty of content tasks.Keywords: Science; young learners; CLIL; summative assessment; assessment frameworks; reliability. La evaluación en AICLE: el diseño de pruebas de contenido y lengua para enseñar ciencias naturales a través del inglés como lengua extranjera ResumenLos programas bilingües actuales carentes en cuanto a análisis de necesidades, la investigación insuficiente relacionada con los efectos de AICLE en Colombia, así como la poca conciencia y conocimiento acerca de las consideraciones necesarias de los efectos de AICLE, señalan la necesidad de enfocarse en un aspecto curricular particular como es el de la evaluación sumativa. El presente estudio a pequeña escala se realizó en una clase de ciencias naturales en la que AICLE es el enfoque seleccionado para la enseñanza a estudiantes de tercer grado con un nivel de competencia A2 y quienes se encuentran en un programa de bilingüismo progresivo en un colegio privado en Bogotá, Colombia. Se analizaron pruebas ordinarias para identificar preguntas de evaluación apropiadas que permitan reportar simultáneamente los logros en contenido y lengua, con el fin de construir lineamientos para el diseño de pruebas que estén alineadas con las metas de enseñanza, que midan consistentemente el progreso de los estudiantes y faciliten las prácticas de enseñanza. Este estudio implicó el análisis sistemático de las preguntas de las pruebas usando un análisis formal de preguntas para determinar la validez de las pruebas a partir de la aplicación de una matriz de evaluación que integra el contenido en diferentes niveles del conocimiento, el dominio cognitivo del lenguaje académico (DCLA) y las habilidades cognitivas. El estudio concluyó que l...

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Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language

Cited by 70 publications

References 5 publications

EFL Pre-Service Teachers’ Perceptions of CLIL

EFL Pre-Service Teachers’ Perceptions of CLIL

Unanswered Questions in Colombia’s Foreign Language Education Policy

Assessment in CLIL: Test Development at Content and Language for Teaching Natural Science in English as a Foreign Language

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