INFLUENTIAL FACTORS IN CLIL IMPLEMENTATION: AN ACTION PLAN TO OVERCOME WEAKNESSES IN TEACHER’S EDUCATION AND TRAINING FOR CLIL
Fecha
2020-11-19
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
[ES]El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), está considerado como un enfoque válido para la enseñanza de idiomas. En España se ha implementado AICLE de muchas formas dando resultados poco atractivos y forzando la creación de instrumentos paliativos. Se ha investigado cómo la definición AICLE, los programas AICLE, el nuevo papel de los profesores y su perfil competencial, las universidades, la formación del profesorado, la acreditación para trabajar con AICLE, el desarrollo profesional y la heterogeneidad metodológica influyen en los resultados de AICLE para contribuir con un instrumento que ayude a los profesores a identificar los factores que influyen a los programas AICLE. Tras la indagación se confirma que una lista de auto-evaluación, utilizada por los propios profesores, puede identificar las necesidades de los profesores. Se concluye que, usando la lista de auto-evaluación, cada profesor identificará adecuadas soluciones para mejorar sus prácticas con AICLE.
[EN]Content and Language Integrated learning (CLIL) is considered as a valid approach to teach foreign languages (FL). In Spain, an array of CLIL methodologies have been conducted resulting in unattractive outcomes and forcing the creation of palliative instruments intended to remediate dissimilar CLIL programs. This research identifies to what extend the CLIL definition, CLIL demands, new teachers’ role and its competence profile, the universities, the in-service teachers’ training, the accreditation to work in CLIL contexts, the professional development, and the issue of methodological heterogeneity are influencing the outcomes of CLIL. It is done to contribute with an instrument that helps CLIL teachers recognize their needs to overcome unwanted factors in CLIL. The results show that a self-evaluation checklist can be used by CLIL teachers themselves to signal their singular needs. It is concluded that using a self-evaluation checklist can help CLIL teachers to find the best suitable remediation
[EN]Content and Language Integrated learning (CLIL) is considered as a valid approach to teach foreign languages (FL). In Spain, an array of CLIL methodologies have been conducted resulting in unattractive outcomes and forcing the creation of palliative instruments intended to remediate dissimilar CLIL programs. This research identifies to what extend the CLIL definition, CLIL demands, new teachers’ role and its competence profile, the universities, the in-service teachers’ training, the accreditation to work in CLIL contexts, the professional development, and the issue of methodological heterogeneity are influencing the outcomes of CLIL. It is done to contribute with an instrument that helps CLIL teachers recognize their needs to overcome unwanted factors in CLIL. The results show that a self-evaluation checklist can be used by CLIL teachers themselves to signal their singular needs. It is concluded that using a self-evaluation checklist can help CLIL teachers to find the best suitable remediation
Descripción
Palabras clave
INGLES