CLIL realities through the lens of English and content teachers

Abstract

This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both quantitative and qualitative data were collected from 36 teachers at four secondary schools in urban Extremadura so as to assess the perceptions of the execution and the effectiveness of current CLIL education programmes, identifying specifically their potential challenges. Significant differences between content teachers and English teachers’ perceptions in six areas under study are examined, from programme management to academic results. Data results indicate that although programmes are viewed quite positively by both groups of teachers, some important areas of difference exist, including the amount of time the L2 is used in a content class and the language skills that are worked in a CLIL environment. To address this gap, suggestions are made to establish more widely accepted standards for CLIL programme objectives.

Interaction Strategies in the Skill and Content Courses in Efl Classes

“…Therefore, efforts must be made to establish a supportive and effective environment for language teaching and learning. One of the efforts is varying interaction strategies using the target language in the language instructional process (Fielden & Agudo, 2023). Due to their significance as indicators of language teaching quality, the interaction strategies in this study include the distribution of the talking time (Noboa & López, 2020;Haliti, 2018;Kostadinovska-Stojchevska & Popovikj, 2019), interaction patterns (An et al, 2021;Kuyyogsuy, 2019;Thi & Thuy, 2021), the performance of illocutionary acts (Azizah, 2019;Faturrochman et al, 2021;Suryandani & Budasi, 2021), and the use of native language (Roslina, 2021;Sundari & Febriyanti, 2021).…”