CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review

Abstract

This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks.
 The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews.
 clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being learner-centred, with a large use of icts and online tools, as its implementation through a new pedagogy and modern teaching strategies, such as flipped-classroom and task-based. This is the theoretical starting point of the different actions and policies set up in the countries to train teachers for clil. But the results of this review, which draw the characteristics to take into account to train future clil teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation. Concerning this latter, from the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling.

Training Needs of In-Service Bilingual Teachers: A study of Taiwan

“…Luo & Chen, 2022). In agreement with the findings of Porcedda and González-Martínez (2020), the study found that fulfilling the bilingual teachers’ training needs in bilingual pedagogy, material development, and ICT was essential for proper bilingual curriculum implementation (as commented by T3, T9, T13, and T14). While the statistical analysis did not indicate significant differences in the training needs among the teachers considering their bilingual teaching experience, the interview data revealed that the teachers’ training needs would change over the years of bilingual teaching experience.…”

Clil Және Clil Емес Топтардағы Болашақ Мұғалімдер Арасында Ағылшын Тілін Меңгеру Деңгейлерін Салыстырмалы Талдау

“…Kao (2020) studied the effect of a CLIL module in a Taiwanese teacher education programme by lectures and seminars, results showed positive results as developing second language confidence, and succeeding in designing their own teaching materials alongside authentic materials in order to motivate the learners and integrate the curricular content and second language learning [18]. Maria Elisabetta Porcedda and Juan González-Martínez in his review which draw the characteristics to take into account to train future CLIL teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation [19]. Ruiz de Zarobe and Lyster (2018) mention in their research that teaching disciplines in English at universities has been brought about due to a number of reasons as developing citizen skills in the home student body and increasing their employability, gaining access to cutting-edge knowledge and boosting global competitiveness, enhancing students and lecturer mobility, increasing income from education services, enhancing student and lecturer mobility, developing English language level, reflecting developments in English language teaching (ELT) and raising the quality of tertiary education [20].…”

The application of the CLIL technology in the development of foreign language lexical and grammatical skills of students in digital educational environment

“…is the key to successful integration of CLIL [5]. M. E. Porcedda argues that the use of multimedia tools is an integral part of the subject-language integrated learning [6]. The work of L. Cinganotto provides a successful and important world experience of online teacher training, which allows us to note the close relationship between CLIL and CALL (Computer-Assisted Language Learning) [7].…”