CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views

Abstract

Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers’ views on CLIL design, implementation and results in two different contexts, Scotland ( n = 127) and Spain ( n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners’ perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers’ views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.

Scientific mapping of research on English as a foreign language (EFL) reading instruction: A thirty-year perspective

“…It is worth noting that bibliometric analysis facilitates a more systematic, transparent, and reproducible evaluation, as emphasized by Behl et al [ 45 ]. In the realm of education, an increasing number of researchers [ [46] , [47] , [48] ] have recognized the utility of bibliometric analysis as a scientific tool to statistically assess research performance and gain valuable insights into the academic progress achieved by the research community.…”