Ιnsider Views of CLIL in Primary Education

Abstract

The present study attempted a comparative exploration of EFL teachers’ views in relation to integrating the CLIL (Content and Language Integrated Learning) approach in the context of Greek and Cypriot primary education. It is considered that the provision of curriculum content in a second/foreign language (L2/FL) can be advantageous in terms of enhancing both subject knowledge and target language competence, and improving motivation for learning. In total, 248 Greek and 100 Cypriot Teachers of primary education filled in the questionnaire, which comprised five sections: a) the teachers’ CLIL experience, b) characteristics of CLIL, c) competences needed by CLIL teachers, d) integrating CLIL into the curriculum, e) training provision. The findings indicated that the teachers in both contexts acknowledged the challenge of integrating CLIL and its beneficial role in promoting mastery of both the FL and content, however, the data highly supported the teachers’ need for training in CLIL teaching.

CLIL Implementation in Greece

“…However, although the students expressed positive attitudes towards the CLIL project, they also reported encountering difficulties in general and content-specific vocabulary. Griva and Kasvikis's (2015) study suggested that the Greek students in the examined contexts developed vocabulary and knowledge in the subject of History, increased their cultural awareness and appreciation of the Greek culture, enhanced cognitive and communicative skills, and improved their EFL skills. Students' willingness and positive attitude towards learning content through a L2 were also noted.…”

“…Cypriot EFL teachers to explore teachers' views and experiences of CLIL. Griva et al (2014) found that Greek EFL teachers with a Master's degree were more likely to be familiar with CLIL and more willing to implement CLIL. Although the majority of the Greek participants agreed on possible benefits and advantages for CLIL students' learning, nearly half of them opposed CLIL implementation in the fifth and sixth grades and lower secondary education.…”

“…Finally, the need for teacher education on certain skills for CLIL was stressed, especially from less experienced teachers and those without postgraduate studies. It should be noted that Griva et al (2014) highlight how Greek EFL teachers may relate to CLIL, but do so by comparing them to EFL teachers working in a country that is not affected by Greek education policies and practices, and where CLIL may be implemented under very different circumstances.…”

To CLIL on Translanguaging or not to CLIL? Exploring Students’ Experiences towards Translanguaging CLIL in an EFL Class

“…Research into CLIL in Greek EFL education for young learners suggests its impact on cognitive and socio-emotional skills. Griva and Kasvikis (2014) cite a project that revolves around the teaching of Geography, History, and Culture by means of meeting different cultures and the use of the target language. The project is deemed to be efficient as learners developed both content knowledge and language skills.…”

‘Who Am I?’ Interrogating My Identity as Esp Teacher: Personal Narration

“…A study on Greek and Cypriot teachers in regards to aspects of skill necessitated for CLIL teaching reports that difficulty in designing and using appropriate materials, e.g. collect material and task-design, was on vast majority agreement compared to other components such as knowing learners' need and content-competence (Griva, Chostelidou, and Panteli, 2014). Yet, in reality, material selection in CLIL teaching is prone to change, either lenient to teachers' preference (depends on teachers' ability) or students' need.…”