Primary Teachers’ Perceptions of CLIL Implementation in Spain

Abstract

CLIL (Content and Language Integrated Learning) has been one of the major innovations that has been implemented in Spain in the last decades and many questions have arisen in relation to its effectiveness. The aim of this article is to report primary teachers’ perceptions of the most relevant aspects of CLIL teaching of Science and Social Science in Primary Education in the Region of Murcia. Their perceptions of this integrated approach are crucial to meet their needs, coordinate their efforts and develop good practice. Results from this research emphasize an extensive application of CLIL methodological guidelines and the use of a wide range of tools when evaluating learners’ competences. Additionally, they have expressed their satisfaction with language assistants when motivating pupils and fostering their oral skills and intercultural awareness. However, CLIL teachers believe Public Administration should provide more resources, further training and enhanced coordination to improve the quality of education under this paradigm.

Cooperative learning in the CLIL classroom: challenges perceived by teachers and recommendations for Primary Education

“…Some of the benefits of implementing CL in the CLIL context have been described in the literature (Moss, 1992;Casal, 2008;Kagan & Kagan, 2009;Pastor Martínez, 2011, to mention a few). Besides, some other works have exclusively focused on CL challenges in general (Baloche & Brody, 2017;Buchs et al, 2017;Pescarmona, 2014;Shea, 2018), on challenges in CLIL implementation (Banegas, 2012;Pérez Vidal, 2013;Pérez Cañado, 2018), on CLIL implementation at university (Granados Beltrán, 2011;Vega & Moscoso, 2019), as well as on the teachers' perceptions towards CLIL implementation in the classroom (Brady & García-Pinar, 2019;Campillo, Sánchez & Miralles, 2019;Lundin & Persson, 2015;McDougald, 2015). However, research on collecting opinions from CLIL teachers about the implementation of CL in a CLIL classroom has not been found in the literature.…”

Una mirada del aula invertida como estrategia metodológica en la educación

“…Por su parte Campillo et al, (2019) en su artículo de investigación tiene por objetivo identificar el nivel de rendimiento de los estudiantes en el área de Ciencias Sociales en la escuela primaria a través del modelo de aula invertida y su nivel de motivación de acuerdo con las percepciones y opiniones de sus maestros. Se ha utilizado una metodología de integración cuantitativa y cualitativa para profundizar este innovador método de enseñanza, cuyos resultados muestran una mejora significativa, donde los estudiantes pudieron evaluar su propio trabajo y buscar el consejo del maestro.…”

“…Así mismo Campillo, manifiesta que gracias a la estrategia metodológica de aula invertida los alumnos se han convertido en aprendices más independientes, demostrando mayor compromiso en el cumplimiento de sus deberes, empleo más efectivo en el uso de las herramientas tecnológicas evidenciando ello un cambio relevante en el proceso de aprendizaje. (Campillo et al, 2019) Por consiguiente, González, F. & Huerta, G. ( 2019) en un estudio de caso de carácter descriptivo pudo comprobar un incremento en cuanto a los valores de la evaluación general del desempeño, evidenciando una mejora en el ambiente del aula, fortaleciendo también el trabajo colaborativo.…”

Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

“…Teaching experience was also an influential factor affecting the success of CLIL implementation. Therefore, teacher training is necessary in order to improve teaching practice and adjust it to CLIL core principles (Campillo, Sánchez, & Miralles, 2019). SD Laboratorium UM has applied a program to support the teachers' skill in using English for their teaching language.…”