Stakeholder Perspectives on CLIL in a Monolingual Context

Abstract

This article documents the findings of a study concerning the perspectives on Content and Language Integrated Learning (CLIL) in the monolingual context of Jaén. The research has involved the design, validation and administration of two sets of questionnaires to 745 informants (692 students and 53 teachers) within eight secondary schools with a view to identifying student and teacher attitudes towards Andalusian CLIL in the province of Jaén. Perceptions are outlined in terms of students' use, competence and development of English in class; methodology; materials and resources and ICT; evaluation; teachers' use, competence and development of English in class; teacher training; mobility; improvement and motivation towards English; and coordination and organisation. The article begins with an overview of prior research, subsequently reports on the research design of the study and concludes with the presentation of the main findings of the investigation. An extensive evaluation of stakeholder perspectives on CLIL in the province of Jaén reveals a predominantly positive outlook on behalf of the student and teacher cohorts with regard to the implementation of a bilingual programme within the Andalusian region of Spain.

Perspectives of Compulsory Secondary Education Students on Bilingual Sections in Madrid (Spain)

“…Students strongly believe that they are developing and improving basic competences in the classroom, and their English has improved. These findings fall in line with other researchers such as Madrid and Hughes (2011) and Lancaster (2016).…”

CLIL and pedagogical innovation: Fact or fiction?

“…Although the ones employed are considered communicative, interesting, and innovative, new technologies are still not prominently used. Interactive whiteboards (IWBs), multimedia, and online materials are incorporated to a greater extent, but blogs, wikis, webquests, and CMC are scarcely employed, something fully in keeping with the results obtained by Lancaster (). It also transpires that materials are primarily elaborated from scratch, collaboratively prepared, or adapted by teachers, as authentic materials are considered “ very poor ”.…”

“…Despite this dearth of information on the practical concretion of CLIL, there has been extensive theorizing on the key traits which should characterize its methodology and underlie CLIL implementation (Ball, Kelly, & Clegg, ; Fernández Fernández, Pena Díaz, García Gómez, & Halbach, ; Infante, Benvenuto, & Lastrucci , ; Lancaster, ; Lorenzo, Casal, Moore, & Afonso, ; Madrid & Pérez Cañado, ; Mehisto & Asser, ; Morton, ; Pavón Vázquez & Rubio, ). CLIL is increasingly regarded as a “ methodological concept with clearly identifiable parameters, as opposed to a mere approach or philosophy” (Ball, : 2).…”

“…More recently, the SWOT analysis carried out by Lancaster () through the administration of questionnaires to 692 students and 53 teachers in the province of Jaén showcased considerable progress in the implementation of the Andalusian Plan for the Promotion of Pluriligualism (APPP). Teachers seemed to harbor a more positive outlook on methodology, materials, and evaluation, and both cohorts documented the adjustment to a learner‐centered methodology and considered materials were authentic, interesting, innovative, and collaboratively prepared by teachers.…”

Desarrollo del plurilingüismo a través del Portfolio Europeo de las Lenguas Electrónico (e-pel) en la Escuela Oficial de Idiomas: estudio de un caso

“…Asimismo, la iniciativa 1+2 de la Unión Europea se ha traducido en programas AICLE (Aprendizaje Integrado de Contenido y Lengua), los cuales se circunscriben en la mayoría de casos a educación bilingüe español-inglés (Lancaster, 2016). Sin embargo, se debe considerar la importancia de la calidad sobre la cantidad de exposición a la lengua extranjera para un aprendizaje significativo (Meyer, Prediger, César y Norén, 2016).…”