Exploring EFL Teachers' Perceptions of CLIL and Its Implementation in the Saudi EFL Context

Autor/in	Hashmi, Uzma Manzur
Titel	Exploring EFL Teachers' Perceptions of CLIL and Its Implementation in the Saudi EFL Context
Quelle	In: International Education Studies, 12 (2019) 10, S.114-122 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Course Content; Teaching Methods; Language of Instruction; Foreign Countries; Language Teachers; Teacher Attitudes; Program Implementation; Teaching Skills; College Students; College Faculty; Sociocultural Patterns; Interdisciplinary Approach; Faculty Development; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Collegestudent; Fakultät; Soziokulturelle Theorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Saudi-Arabien
Abstract	This study aims to explore the perceptions of English as Foreign Language (EFL) teachers about the notion of Content and Language Integrated Learning (CLIL) in the Saudi EFL contexts. The veteran EFL teachers share their views regarding the application and implementation of CLIL approach. This study has looked into this issue from an interpretivist lens employing qualitative data collection technique, i. e. semi-structured interviews. The data were collected from 10 EFL teachers. The qualitative data were thematically analyzed that led to four major themes. The key findings reveal that CLIL is not a frequently used concept in this part of the world; however, its usefulness and effectiveness are recognized by the participants who also express their views about the pros and cons and other practical constraints that might affect the implementation of CLIL programs in the Saudi EFL context. One of the major issues that teachers have highlighted is the training programs that should encompass the idea of CLIL and train EFL teachers on the latest teaching skills to upgrade their pedagogical repertoire. Based on the findings, the study has suggested directions for the future researchers to fill the gap in the existing literature and investigate the phenomenon of CLIL in more depth in order to acknowledge its significance in the light of the Vision 2030. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01