Literaturnachweis - Detailanzeige
Autor/in | Pérez Agustín, Mercedes |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |