Primary Teachers' Perceptions of CLIL Implementation in Spain

Autor/inn/en	Campillo, José María; Sánchez, Raquel; Miralles, Pedro
Titel	Primary Teachers' Perceptions of CLIL Implementation in Spain
Quelle	In: English Language Teaching, 12 (2019) 4, S.149-156 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Course Content; Foreign Countries; Language of Instruction; Educational Quality; Science Instruction; Social Studies; Teaching Methods; Interdisciplinary Approach; Oral Language; Cultural Awareness; Student Motivation; Guidelines; Teacher Aides; Writing Skills; Spain + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kursprogramm; Ausland; Teaching language; Unterrichtssprache; Quality of education; Bildungsqualität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Oral interpretation; Mündlicher Sprachgebrauch; Cultural identity; Kulturelle Identität; Schulische Motivation; Richtlinien; Handreichung; Lehrerhilfe; Writing skill; Schreibfertigkeit; Spanien
Abstract	CLIL (Content and Language Integrated Learning) has been one of the major innovations that has been implemented in Spain in the last decades and many questions have arisen in relation to its effectiveness. The aim of this article is to report primary teachers' perceptions of the most relevant aspects of CLIL teaching of Science and Social Science in Primary Education in the Region of Murcia. Their perceptions of this integrated approach are crucial to meet their needs, coordinate their efforts and develop good practice. Results from this research emphasize an extensive application of CLIL methodological guidelines and the use of a wide range of tools when evaluating learners' competences. Additionally, they have expressed their satisfaction with language assistants when motivating pupils and fostering their oral skills and intercultural awareness. However, CLIL teachers believe Public Administration should provide more resources, further training and enhanced coordination to improve the quality of education under this paradigm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01