CLIL and pedagogical innovation: Fact or fiction?

Autor/in	Pérez Cañado, María Luisa
Titel	CLIL and pedagogical innovation: Fact or fiction?
Quelle	In: International journal of applied linguistics, 28 (2018) 3, S. 369-390Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 5; Anmerkungen 2; Literaturangaben; Tabellen 10
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0802-6106; 1473-4192
DOI	10.1111/ijal.12208
Schlagwörter	Empirische Forschung; Evaluation; Methodologie; Lehrmaterial; Fremdsprachenunterricht; Fachunterricht
Abstract	This article presents the outcomes of a large-scale program evaluation into whether the pedagogical innovation which is associated theoretically to CLIL is actually trickling down to on-the-ground practice. To this end, three sets of questionnaires have been applied and semi-structured interviews have been conducted with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an in-depth analysis of where we stand in the process of implementing CLIL methodology, materials, and evaluation. A detailed diagnosis is provided and within and across-cohort comparisons are carried out. The outcomes reveal that considerable headway has been made in the implementation of CLIL methodology, materials, and evaluation, although problems still continue to surface affecting diversity, parental support, and teacher training. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2