What Makes CLIL Leadership Effective? A Case Study

Autor/inn/en	Soler, David; González-Davies, Maria; Iñesta, Anna
Titel	What Makes CLIL Leadership Effective? A Case Study
Quelle	In: ELT Journal, 71 (2017) 4, S.478-490 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccw093
Schlagwörter	Case Studies; Instructional Leadership; Course Content; Language of Instruction; Administrator Effectiveness; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Program Implementation; Bilingual Education Programs; Teacher Education; Principals; Spanish; Romance Languages; Teacher Collaboration; Administrator Attitudes; Interviews; Observation; Program Design; Department Heads; Teacher Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Kursprogramm; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Principal; Schulleiter; Spanisch; Romanische Sprache; Lehrerkooperation; Interviewing; Interviewtechnik; Beobachtung; Programme design; Programmaufbau; Programmplanung; Lehrerverhalten
Abstract	The swift growth of Content and Language Integrated Learning (CLIL) has caused a diversification of CLIL models designed to fit specific contexts. Although variation across programmes is inevitable, exploring the main factors for the effective implementation of CLIL may help avoid the risk of promoting inefficient practices. The main purpose of this article is to examine how three schools have implemented successful CLIL programmes in the Catalan context by analysing, from a leadership perspective, the perceptions and practices of the schools' principals, English department heads, and CLIL teachers. We applied a case study approach. The results elicited from surveys, interviews, and classroom observations reveal that these CLIL programmes benefitted from clear design, teacher training, collaboration, administrative support, and continued exposure of students to the target language. Participants perceived that distributed leadership facilitated the implementation of the programmes. Implications for CLIL programme leaders in similar contexts may be drawn from the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01