UK teachers’ and Learners’ experiences of CLIL resulting from the EU-funded project ECLILT

Abstract

This paper reports on the EU-funded project ECLILT (e-based Content and Language Integrated Learning Training), which developed a blended, trans-national model training course adaptable to different countries for CLIL (Content and Language Integrated Learning) teacher trainers and pre-service and in-service school subject teachers in CLIL in order to tackle the absence of qualified trainers and the shortage of appropriately skilled teachers in CLIL. The paper outlines how the partners developed the training course and how it was implemented specifically in the UK. A classroom-based action research approach was adopted for this UK study, as it sought to bring about practical improvements and innovations and implement change in one aspect of teacher education. Data were collected through questionnaires to teachers to evaluate the impact on teaching and learning through this approach. Initial findings indicate a positive impact on pupil learning and on teachers' practice across the curriculum.

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

“…Infante et al, 2009), Spain (e.g. Aguilar & Rodríguez, 2012;Dafouz et al, 2007;Doiz & Lasagabaster, 2017;Lancaster, 2016;Lova Mellado et al, 2013;Méndez García, 2012;Moliner, 2013;Pladevall-Ballester, 2014;Pena Díaz & Porto Requejo, 2008Querol-Julián et al, 2015Travé González, 2013Travé González & Soto Rosales, 2014), the Netherlands (Denman et al, 2013;van Kampen et al, 2018); or, the United Kingdom (Hunt, 2011). A transnational comparative perspective has been also pursued with data from the Basque Country and Friesland (Arocena Egaña et al, 2015), Greece and Cyprus (Griva et al, 2014), Austria, Finland and Spain (Skinnari & Bovellan, 2016); or, Austria, Finland, Spain and the United Kingdom (Dafouz et al, 2016).…”

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

“…readiness to teach in CLIL and to implement innovation in CLIL) with a social component and refers to this complex as 'investment' (ibid.). CLIL teachers have been shown to accept innovation if they are invested in the innovation process and enjoy participation and freedom of action (Hunt, 2011;Massler, 2012). At the same time, teachers can become 'dis-invested' and disengaged in CLIL if they are working under conditions of external control and pressure (Palmer and Snodgrass Rangel, 2011).…”

It’s Never too Late to Mend: Potentials of CLIL Pedagogical Approach to Internationalize Ethiopian Journalism Education

“…The subject content should not be complicated, unfamiliar and difficult in acquiring new concepts (Coonan, 2007;Tan, 2011), this might hinder rather than benefit learning and language development. CLIL materials are authentic, well cited and not directly internet searched materials (Castellani, Dabove, & Colucci, 2009;Banegas, 2011;Ting, 2007;Hunt, 2011). It must be adapted properly.…”