Abstract
Content and Language Integrated Learning (CLIL) is a methodological approach that is growing very fast in many European countries, particularly in Spain. The implementation of bilingual programmes in primary, secondary and tertiary education has produced significant changes that have had direct consequences on all educational stakeholders, including teachers, parents and students. In the case of CLIL teachers, research has often addressed their training needs, and actions towards preparing them for successful classes have been proposed. However, few studies have focused on their concerns and views of bilingual programs. Despite the fact that many researchers have acknowledged the importance of understanding CLIL teachers’ views and beliefs, thus hoping for more studies on those issues, this is not yet one of the major research targets. In this study CLIL secondary school teachers in Spain were approached in order to identify the problems they encounter when implementing CLIL. An online questionnaire with both open and close questions was designed administered to informants across Spain. The findings reveal that, overall, the difficulties teachers encounter when implementing a bilingual programme are multiple, and many informants believe that the bilingual programme in English needs a comprehensive reform in Spain.
Highlights
The requirements set by central authorities for Content and Language Integrated Learning (CLIL) teachers vary from country to country
The minimum level required is usually Common European Framework of Reference for Languages (CEFR) B2, but there are some variations across Autonomous Communities, which are responsible for setting additional requirements
In some Autonomous Communities of Spain further requirements are needed, and teachers must participate in specific training courses on CLIL methodology (Eurydice 2017, p. 93; Manzano Vázquez 2015)
Summary
Language proficiency and previous knowledge of or training in CLIL. Previous experience and confidence while teaching in non-native language (English). The term CLIL was proposed by the University of Jyväskylä and the European Platform for Dutch Education to describe educational methods with a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (Maljers, Marsh & Wolff 2006). Following the 2002 European Council Meeting held in Barcelona, Member States were urged to foster the mastery of basic skills by teaching at least two foreign languages from an early age. This recommendation has been commonly referred to as the Barcelona goal of the “mother tongue +2”.
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