&lt;b&gt;Trainee primary-school teachers’ perceptions on CLIL instruction and assessment in universities: A case study

María Victoria Guadamillas Gómez

doi:10.4025/actascieduc.v39i1.32901

<b>Trainee primary-school teachers’ perceptions on CLIL instruction and assessment in universities: A case study

María Victoria Guadamillas Gómez

Open Access

https://doi.org/10.4025/actascieduc.v39i1.32901

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Abstract

CLIL is an important approach in training future Primary School Teachers since bilingual programs developed at schools in Spain require not only professionals with proficientSecond Language (L2) levels, but also future teachers who are versed in the main methodological principles for CLIL. Firstly, this case study reviews the legislation for bilingual programs in Spain. Secondly, it describes teacher training through a CLIL course within the Faculty of Education at the University of Castilla-La Mancha, focussing on the methodology and evaluation procedures followed in the course. Thirdly, this paperrefersto the method performed to evaluate students’ perceptions ofthe CLIL training and assessment process. Finally, it shows the results from the study and some conclusionsrelated to the assessment and instruction process for the implementation of the CLIL approach in Primary School Teaching Undergraduate Programs.

Highlights

Innovation in education is commonplace and it is making universities change their traditional practices, in the area of teacher training
Content and Language Integrated Learning (CLIL) is a relatively new approach that was born with the main objective of giving context to languages and fostering students’ real communication, trying to fill the gap that the learning of other non-native language left blank
CLIL is defined as a dual approach in which an additional language is used as a resource for teaching and learning both contents and language (Coyle, Hood & Marsh, 2010).This methodology still finds many barriers in Spain, for being new and in a way difficult to implement in every school, and because it requires a paradigm shift in schools, teachers and school practices

Summary

Introduction

Innovation in education is commonplace and it is making universities change their traditional practices, in the area of teacher training. CLIL is defined as a dual approach in which an additional language is used as a resource for teaching and learning both contents and language (Coyle, Hood & Marsh, 2010).This methodology still finds many barriers in Spain, for being new and in a way difficult to implement in every school, and because it requires a paradigm shift in schools, teachers and school practices. One of the main obstacles is related to material and economic resources, mainly due to the difficulties that “[...] schools have to find adapted didactic materials for CLIL” 60) statethat [...] even if CLIL is affecting both the form and the content of our training programs in substantial ways, we still, or perhaps more than ever, must see its emergence from even wider angles and in the light of contemporary paradigm shifts in many areas of educational concern

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