Percepción del alumnado sobre el uso del método AICLE en Educación Física: estudio de caso (Students’ perception of the use of CLIL method in Physical Education: A Case Study)

Salvador-García, Celina; Chiva-Bartoll, Òscar; Gallego, Juan José

doi:10.47197/retos.v0i33.53665

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…In this regard, Bolarín-Martínez et al (2019) highlight that there are significant differences in pedagogical approaches, teaching strategies, language use and assessment methods between teaching an FL and a mother tongue in a bilingual context. Moreover, expressing oneself in an FL can have negative impacts on learners, according to research by Ruiz-Omeñaca (2011) andSalvador-García et al (2018) and as detailed in the previous section. Therefore, it is crucial to establish a respectful learning MiriaM Noel García, raúl FraGuela aNd María BoBadilla Preservice Physical... environment, as recommended by Ramos and Ruiz-Omeñaca (2011), Tran andFujiko (2013), andHuertas-Tinoco andAlcaraz-Muñoz (2018).…”

Section: Clil and Physical Educationmentioning

confidence: 89%

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

García-Núñez,

Fraguela-Vale,

Bobadilla-Pérez

2023

PortaLin

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Spanish education authorities are promoting multilingualism through bilingual and multilingual programmes, with an increasing focus on teaching Physical Education (PE) through the use of Content and Language Integrated Learning (CLIL) in schools. Although there have been several studies exploring the effects of this interaction, most focus on the perceptions of practising teachers or on the evaluation of bilingual programmes, leaving a gap in relation to initial teacher training. The aim of this quantitative study is to understand prospective PE teachers' perceptions of their training needs and their readiness to teach PE through a FL. For this purpose, a cross-sectional, descriptive and correlational design was used involving 160 students in their third and fourth year of the degree course in Primary Education with a specialisation in PE at the University of A Coruña. Data were collected through a quantitative questionnaire. The results of the study indicate that students do not feel competent in the use of a FL and consider that they do not receive sufficient training to use it as a vehicle for instruction in PE. Despite this lack of competence, students do not demand further training in CLIL due to their low perceived proficiency in a FL.

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Section: Clil and Physical Educationmentioning

confidence: 89%

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

García-Núñez,

Fraguela-Vale,

Bobadilla-Pérez

2023

PortaLin

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“…En este sentido, el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) se extiende hoy en día en más de 30 países europeos como el enfoque de enseñanza bilingüe más utilizado en el continente (Eurydice, 2006). Entre las bondades de AICLE, destacan el fomento de un aprendizaje simultáneo de contenidos lingüísticos y no lingüísticos, el desarrollo de las competencias comunicativa e intercultural y el fomento de la movilidad internacional, entre otros (Bellés-Calvera, 2018; Coyle, Hood y Marsh, 2010;Gómez, 2016;Hernando, Hortigüela y Pérez, 2018;Ouazizi, 2016;Roldán, 2012;Salvador-García, Chiva-Bartoll y Vergaz, 2018).…”

Section: Introductionunclassified

Formación inicial del docente AICLE en España: retos y claves

Palacios-Hidalgo¹,

Parra²,

Abril³

2023

EstFA

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Los esfuerzos de la administración educativa dirigidos a la formación permanente de los docentes AICLE en activo son incuestionables. Sin embargo, pese a las múltiples iniciativas desarrolladas a nivel nacional e internacional, en España, la formación inicial del profesorado que desarrollará su práctica educativa en centros de enseñanza bilingüe sigue siendo una materia pendiente en múltiples aspectos. Cada vez más universidades implantan itinerarios bilingües en sus grados, así como másteres encaminados al ejercicio de la labor educativa en centros donde los contenidos se imparten en una lengua extranjera. No obstante, parecen no existir desde el ministerio de educación directrices que insten a todos los centros de educación superior a ofrecer formación bilingüe. Este artículo pretende reflexionar sobre la formación inicial que los futuros docentes de educación bilingüe reciben en España. Para ello, se revisan tanto las características de esta formación como los requisitos que el profesorado egresado ha de tener para iniciar su labor educativa. De forma similar, se recogen algunos de los retos que los docentes han de afrontar, entre los que destacan sus carencias en relación a competencias comunicativa, metodológica y digital. El uso de las nuevas tecnologías para la mejora del dominio lingüístico y digital, así como el fomento de la reflexión sobre la praxis docente y el desarrollo de habilidades de trabajo en equipo grupo, liderazgo y colaboración son algunas de las claves que pueden contribuir a mejorar esta situación. The efforts aimed at improving permanent training of CLIL teachers made by educational bodies are unquestionable. However, in spite of the multiple initiatives developed from both national and international perspectives, in Spain, initial CLIL teacher training still remains an unresolved subject in multiple aspects. More and more universities are implementing bilingual itineraries in their degrees, as well as master’s degrees, all directed to providing in-training teachers with abilities to apply to their future praxis when teaching in schools where contents are taught in a foreign language; however, there are any guidelines from the ministry of education that urge all universities to offer bilingual training. This paper aims to reflect on initial CLIL teacher training developed in Spain. To do this, the features of such training, as well as the requirements for in-training teachers, are revised. Similarly, some of the challenges that teachers have to face are mentioned, paying special attention to scarcities in their communicative, methodological and digital competences. The use of new technologies for improving linguistic and digital proficiency, as well as the promotion of the teaching praxis reflection and teamwork, leadership and collaboration skills’ development are keys to enhance this situation.

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“…Bilingual Spanish-English teaching using the Content and Language Integrated Learning (CLIL) methodology has become the dominant approach in the Spanish education system (Gil-López et al, 2021;Salvador-García et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Influence of teachers' linguistic competence on the implementation of CLIL in Physical Education

Martínez-Hita,

Gómez-López,

Manzano Sánchez

2023

PortaLin

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The aim of this paper was to know the influence of the qualification level in the second foreign language in order to see the differences in teacher perception in Bilingual Physical Education classes (AICLE). For this, 146 active teachers in Physical Education participated in the present study, to whom the Physical Education Session Evaluation questionnaire (CESEFA) was administered through. Effects based on the sex of the participants and age category were also checked. The analysis of results showed that the participants who had a C1 level of English had a more positive perception of all categories analyzed. In turn, no differences were found based on the sex of the participants, but were found based on the age category, finding that those under 36 with a B2 level had a better perception of their classes in the items: take advantage of breaks, adaptation of content and feedback. It is concluded that the degree of qualification influences the perception of Physical Education classes, and that in the case of the youngest subjects, there are elements related to the individual efficacy variable, where no differences were found according to the degree of qualification or even these are positive in favor of level B2.

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Percepción del alumnado sobre el uso del método AICLE en Educación Física: estudio de caso (Students’ perception of the use of CLIL method in Physical Education: A Case Study)

Cited by 8 publications

References 2 publications

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

Formación inicial del docente AICLE en España: retos y claves

Influence of teachers' linguistic competence on the implementation of CLIL in Physical Education

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