Meeting CLIL teachers’ training and professional development needs

  1. Pérez Agustín, Mercedes 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
NABE Journal of Research and Practice

ISSN: 2639-0043,  2639-0035

Año de publicación: 2019

Volumen: 9

Número: 3-4

Páginas: 119-127

Tipo: Artículo

DOI: 10.1080/26390043.2019.1634961 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: NABE Journal of Research and Practice

Objetivos de desarrollo sostenible

Resumen

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.

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