Abstract
<p>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.</p>
Highlights
Attributable to the demands of an ever-changing, complex and in chief globalised society, foreign language learning has emerged as a matter of concern within national government policies throughout Europe. Coyle, Hood and Marsh (2010) give substance to this allegation by documenting that ‘globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in what way’ (p. 2)
With respect to objective 1, the first stage of the investigation process has involved the design and validation of two separate questionnaires, each in line with the specific characteristics of both student and teacher cohorts, to identify their corresponding perspectives on Content and Language Integrated Learning (CLIL) methodology adapted to an Andalusian context
Motivation levels in the CLIL classroom are high mirroring outcomes yielded in the investigation undertaken by Lorenzo et al (2009) and student perspectives identified within the CAM bilingual program in Madrid
Summary
Attributable to the demands of an ever-changing, complex and in chief globalised society, foreign language learning has emerged as a matter of concern within national government policies throughout Europe. Coyle, Hood and Marsh (2010) give substance to this allegation by documenting that ‘globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in what way’ (p. 2). Spain as a nation is currently taking advantage of this profusely accepted methodology, which is evident from registered widespread adoption within autonomous community frameworks Assimilation of this innovative form of education was deemed necessary in view of a pointedly unsatisfactory position measured by the Eurobarometer in terms of Spanish language competence. The decision to incorporate CLIL as a teaching methodology in schools throughout Spain was bolstered by bilingual community findings as regards improved conditions in foreign language learning. Regions such as the Basque Autonomous Community and Catalonia have pushed forward Content and Language Integrated Learning approaches, substantiating their potential in light of encouraging research outcomes stemming from over 20 years of investigation on related issues
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