CLIL Teacher Education in Spain

Espinar, Magdalena Custodio

doi:10.1007/978-3-030-27443-6_13

Cited by 12 publications

(7 citation statements)

References 17 publications

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“…This might be due to the fact that the Spanish version of the questionnaire focused on the use of materials related to CLIL methodology, while the English U.S. version asked about the use of materials in the native language of the students. CLIL is a popular methodology all through Spain, and there are many resources implemented and used by schools (Custodio, 2019;Merino & Lasagabaster, 2018). However, on the other hand, it is common to hear teachers who work in bilingual programs in the United States complain about the lack of resources in languages other than English or their quality (Cooley, 2014).…”

Section: Discussionmentioning

confidence: 99%

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Álvarez¹,

Prieto²,

Escobar³

et al. 2021

Rev. complut. educ

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Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries.

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Section: Discussionmentioning

confidence: 99%

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Álvarez¹,

Prieto²,

Escobar³

et al. 2021

Rev. complut. educ

View full text Add to dashboard Cite

show abstract

“…Paradoxically, the Spanish Education system, that allows a decentralized framework, has facilitated the implementation of this EU policy. Notwithstanding, the independency of the 17 Spanish autonomous communities, runs by their Regional Ministries of Education and, ultimately, the schools have formed a heterogeneous map of CLIL's implementation around the country (Madrid Fernández et al, 2019). This reality has caused changes throughout the 17 Communities in the understanding of CLIL implementation, putting the emphasis on the development of an array of regulations concerning content teaching and learning through CLIL, which have blurred an effective procedure of the teacher training in planning and delivery of lessons in the CLIL classroom (Custodio-Espinar & García Ramos, 2020a).…”

Section: Introductionmentioning

confidence: 99%

“…According to Pérez-Cañado (2018b), to guarantee CLIL's durability and attain homogeneity in its application, quality professional development to cultivate adequate CLIL teachers' competence profile is a requisite, and also preparation in relation to professional identity (Morton, 2019). Madrid Fernández et al (2019 note that the management in a CLIL realm is formed by the CLIL program coordinator, the content, foreign language, and language teacher, and the language assistant, who have to collaborate to make the best of their CLIL program.…”

Section: Introductionmentioning

confidence: 99%

“…However, it is not enough, because research has also shown that command in the methodology of bilingual education is one of the most important challenges to meet in all types of content-based instruction (Morton, 2019). Thus, there is a clear need for a compulsory Calidad educativa postpandemia: Desafíos desde la investigación battery of courses about methodological principles in CLIL (Custodio-Espinar, 2019a;Garijo et al, 2018;Morton, 2019;Pérez-Cañado, 2017, 2018b.…”

Section: Introductionmentioning

confidence: 99%

“…As afore stated, the self-evaluation strategy and peer or expert observation (Aguilar et al, 2020) can help CLIL Infant teachers to overcome the gap between educational research and teaching practice and turn their professional development into a self-reflection to understand and dig in an elaborated dialogue within the epistemology of CLIL (Pérez-Cañado, 2018a, 2018b. Besides, it can boost collaboration and participation in training initiatives likely to overcome the inhibiting factors for professional development that in-service teachers usually report (Custodio-Espinar, 2019a, 2019b. "I think that teachers are in great need of external evaluation and self-evaluation because it is the only way to improve.…”

mentioning

confidence: 99%

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Self-evaluation and observation: A proposal to promote CLIL teacher training at Infant Education

Espinar¹,

Cortés

2021

InnovEd

Self Cite

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The Bilingual Program of the Community of Madrid (BPCM), Spain, started offering Content and Language Integrated Learning (CLIL), in English, at Primary Education in 2004, at Secondary in 2010, and at Infant Education (3–6-year-old students) in 2017. This approach requires multiskilled practitioners, highly trained in the CLIL methodological principles, to ensure the planning and delivery of effective lessons. However, CLIL teacher training is deficient and needs to be boosted through alternative proposals. This work analyses the potential of a checklist for self-evaluation and observation of CLIL teachers at Infant Education. It is an exploratory research that presents a case study in two Infant Education classrooms in which CLIL is taught by the same teacher. The data collection includes linguistic data collecting techniques such as the checklist for the observer and for the teacher, an observation protocol, transcripts of the interviews, among others. Results from the qualitative analysis of the Infant teacher self-evaluation and the observer showed that a never-ending-teacher-development-awareness to promote teachers to manage their experience adequately was stimulated, and it was likely to open the door to innovation in educational trends (CLIL) in order to offer a solid respond for their professional needs. It also proved to identify the actual CLIL training needs of the Infant teacher and unveiled her thoughts and practice in her bilingual classes. Therefore, it can be concluded that the self-evaluation checklist can be a useful instrument likely to shed some light on the complex phenomenon of in-service CLIL teacher training.

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Professional Development of CLIL Teachers in Kazakhstan: The Case of Nazarbayev Intellectual Upper-Secondary Schools

Baizhanov,

Cirocki

2023

Springer Texts in Education

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CLIL Teacher Education in Spain

Cited by 12 publications

References 17 publications

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Self-evaluation and observation: A proposal to promote CLIL teacher training at Infant Education

Professional Development of CLIL Teachers in Kazakhstan: The Case of Nazarbayev Intellectual Upper-Secondary Schools

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