Teachers' concerns and uncertainties about the introduction of CLIL programmes

Vázquez, Víctor Pavón; Rubio, Fernando

doi:10.30827/digibug.31943

Cited by 32 publications

(10 citation statements)

References 23 publications

(18 reference statements)

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“…Nevertheless, content teachers have an active role in the implementation of the approach in their role as experts in concepts who can certainly contribute to develop language skills in context. In addition to this, results from the present study coincide with Vázquez and Alcalá (2010), which defies to adapt the CLIL curriculum, its didactic units, and the resources themselves to generate success in the implementation of the approach. Likewise, both, this study and Vásquez and Alcalá's (2010) indicate that teachers still place high value on the use of the textbook.…”

Section: Pedagogical Implicationssupporting

confidence: 77%

Situated Practice in CLIL: Voices from Colombian Teachers

Torres-Rincón

Cuesta-Medina

2019

GIST

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The purpose of this exploratory qualitative study was to determine the factors and conditions that intervene in the implementation of CLIL (Content and Language Integrated Learning) in diverse Colombian educational contexts. This study was conducted at five private schools from different cities and towns in the country (Bogotá, Chía, Tenjo, Facatativá, and Girardot). Data was collected from three sources (interviews, questionnaires, and field journals). Data analysis procedures included the use of triangulation and validation procedures through the grounded theory approach. Findings revealed that teachers still have complications understanding CLIL as an approach that goes beyond the mere usage of the target language in content. Instead, the study advocates for the inclusion of essential lifelong skills (i.e. creativity, critical thinking, collaboration, and communication) when implementing CLIL in the classroom. Results also indicated that staged lesson planning is scarce, and that teachers’ practices still emphasize the scope and sequence plan provided by the textbook used in the institutions. Hence, the study supports the design and implementation of CLIL professional development programs that through scaffolding can assist teachers in viewing and situatuating CLIL as a dialogic pedagogical approach. Not only does the approach help teachers make use of their existing knowledge of CLIL, but also helps them materialize ways through which language and content can be integrated. It does so by making use of students’ primary knowledge and mapping achievable routes for effective educational enrichment not restricted to language and content classrooms but expanded into other formal and non-formal learning contexts. Key words: CLIL, professional development, CLIL planning, lifelong learning.

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Section: Pedagogical Implicationssupporting

confidence: 77%

Situated Practice in CLIL: Voices from Colombian Teachers

Torres-Rincón

Cuesta-Medina

2019

GIST

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“…Moreover, this major concern regarding their language proficiency does not respond faithfully to the methodological tenets that govern CLIL, since there is a tendency to avoid master classes in which the teacher is the primary source of linguistic input. Rather, CLIL opts for a type of training in which the students take an active role in building their own knowledge (Pavón Vázquez and Rubio 2010). This is why, matching the results of the study conducted by Durán-Martínez and Beltrán-Llavador (2016), the need for language training seems to be relegated to a second place over time and greater importance is attached to methodological training and the design of teaching materials.…”

Section: Plurilingual Education Programsmentioning

confidence: 99%

How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

Herrero

García-Bellido

2021

Miscelánea

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The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

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“…Most of what has been written about CLIL in Spain paints a predominantly positive picture and there appears to be very little research evidencing challenges faced in its implementation but whether this is due to lack of research or lack of challenges is unclear. Although not research-based, Pavón Vázquez & Rubio (2010) recognize three problematic areas in CLIL implementation: structural (organization and sequencing of the curriculum), linguistic (the language level of teachers and students) and attitudinal (particularly on the part of teachers). These are all areas that would merit further research (but see Pérez-Cañado 2016 for a report on research projects into some of these issues).…”

Section: Clilmentioning

confidence: 99%

An analysis of three curriculum approaches to teaching English in public-sector schools

Graves

Garton

2017

Lang. Teach.

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Abstract:This article explores three current, influential ELT curriculum approaches to the teaching of English in public sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are Communicative Language Teaching (CLT), genre-based pedagogy, and Content and Language Integrated Learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including: the view of language and language acquisition underlying the approach,  how learners' needs are construed  the nature of the content and materials  the teacher's role  the context  how language is assessed This is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.

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Teachers' concerns and uncertainties about the introduction of CLIL programmes

Cited by 32 publications

References 23 publications

Situated Practice in CLIL: Voices from Colombian Teachers

Situated Practice in CLIL: Voices from Colombian Teachers

How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

An analysis of three curriculum approaches to teaching English in public-sector schools

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