Review of doctoral research on second language teaching and learning in Spain (2008–2010)

Abstract

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative -in terms of the topics under investigation and the methodology employedof the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

Exploring the curriculum development in content and language integrated learning: A systematic review

“…1103 have been conducted to examine CLIL development. The issues addressed in these reviews have included: 1) theories for CLIL [10,11]; 2) CLIL implementation [12][13][14][15]; and 3) CLIL evaluation [1,16]. These works discussed CLIL CD piecemeal, and most of them provided syntheses of research using traditional (narrative) methods, with the exception of some recent studies, i.e.…”

Review of Research on Content and Language Integrated Learning Classes from the Perspective of the First Principles of Instruction

“…It is necessary to improve the integrated teaching of language and content [3] . Because CLIL courses teach both professional knowledge and foreign language knowledge, there is a high demand for CLIL teachers [4] . Embracing the CLIL approach does not automatically lead to successful teaching and learning [5] , and due to the limitations of the target language, learners sometimes require significant scaffolding in CLIL classrooms.…”