Meeting CLIL Teachers' Training and Professional Development Needs

Autor/in	Pérez Agustín, Mercedes
Titel	Meeting CLIL Teachers' Training and Professional Development Needs
Quelle	In: NABE Journal of Research and Practice, 9 (2019) 3-4, S.119-127 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2019.1634961
Schlagwörter	Faculty Development; Second Language Learning; Second Language Instruction; Course Content; Language of Instruction; Teaching Methods; Interdisciplinary Approach; Material Development; Foreign Countries; Language Proficiency; English (Second Language); Educational Needs; Cooperation; Scoring Rubrics; Bilingual Education Programs; Teacher Aides; Teacher Role; Teacher Competencies; Teacher Attitudes; Europe; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrmaterialentwicklung; Ausland; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Educational need; Bildungsbedarf; Co-operation; Kooperation; Scoring formulas; Auswertungsbogen; Handreichung; Lehrerhilfe; Lehrerrolle; Lehrkunst; Lehrerverhalten; Europa; Spanien
Abstract	Content and Language Integrated Learning (CLIL) has emerged as a response to Europe's calls for increasing plurilingualism, due to its dual-focused approach which aims to foster and consolidate both non-language subject matter and language learning. As the approach becomes more widespread, more resources become available to help teachers facing new methodological challenges. However, there are still wide gaps between the demand for CLIL teachers and the current levels of training and professional development available. In this paper, we review the research on the teacher training to acquire the linguistic competences on the foreign language as well as a particular bilingual methodology and professional development needs of CLIL teachers in Europe, and particularly in Spain. Findings show that teachers' professional development needs center around (1) the need for improvements to their language proficiency (particularly aural skills), (2) the need for methodological training in areas such as materials design as a response to the lack of materials particularly addressed to this methodology, (3) the opportunities to collaborate with others (e.g. coordinators and teaching assistants) in order to plan in advance the CLIL methodology that will be used in schools and (4) the need to create rubrics to assess in a transparent and efficient way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01