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Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination
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In: Social Inclusion ; 9 ; 3 ; 81-93 ; Inclusive Universities in a Globalized World (2022)
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| 22 |
"Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022)
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| 23 |
Multilingual Education in the Republic of Kazakhstan: Problems and Prospects
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In: Social Inclusion ; 9 ; 1 ; 56-62 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 24 |
Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
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| 25 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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| 26 |
Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
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| 27 |
University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
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In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
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| 28 |
Polymedia Based Instruction in Purposive Communication
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In: Puissant ; 1 ; 98-112 (2022)
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| 29 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 30 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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| 31 |
El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
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In: Global Tides (2022)
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| 32 |
Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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| 33 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 237-257 (2022)
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Abstract:
Content and Language Integrated Learning (CLIL) has been deemed to be a promising and innovative approach to teaching foreign languages and has received unanimous endorsement by virtually all educational authorities in the European Union. Yet, notwithstanding the numerous benefits the programme offers, it is not free from difficulties. Thus, the main objective of this qualitative study was to examine the teachers’ perceptions of CLIL implementation with the major focus on the shortcomings detected and outlined in the previous studies. Data were obtained from an ad hoc online questionnaire filled out by 203 in-service teachers from bilingual English primary schools in the eight provinces of Andalusia (i.e., Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga and Sevilla) in the year 2020. The picture emerging from the results of the study is not positive as it reflects growing concern over the paucity of teacher training programmes, insufficient coordination, lack of attention to diversity, inadequate textbook design, and above all, students’ low English proficiency and class size, factors which might impede the proper development of the programme. Moreover, content teachers as well as those with lower language competence and less experience in teaching appear to be in dire need of more training and support. ; El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) se ha considerado un enfoque eficaz e innovador para la enseñanza de lenguas extranjeras y ha recibido el respaldo unánime de prácticamente todas las autoridades educativas de la Unión Europea. Sin embargo, a pesar de las numerosas ventajas que ofrece el programa, no está exento de dificultades. Por eso, el objetivo principal de este estudio cualitativo fue examinar las percepciones de los profesores sobre la aplicación del AICLE, centrándose principalmente en las deficiencias detectadas en los estudios anteriores. Los datos se obtuvieron a partir de un cuestionario ad hoc online que cumplimentaron 203 profesores de centros bilingües de inglés de Educación Primaria en las ocho provincias de Andalucía (Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga y Sevilla) en el año 2020. En cuanto a los resultados, el panorama que se desprende del estudio no es positivo, ya que existe una creciente preocupación por la escasez de programas de formación del profesorado, la insuficiente coordinación, la falta de atención a la diversidad, el inadecuado diseño de los libros de texto y, sobre todo, la escasa aptitud lingüística de los alumnos y el tamaño de los grupos, factores que podrían impedir el correcto
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Keyword:
bilingual education; implementation; Spain; teachers’ perspectives
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8333399
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| 36 |
Kathryn I. Henderson and Deborah K. Palmer: Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-Scale Implementation : Multilingual Matters Blue Ridge Summit, PA, 2020, ix + 150 pp, Hb £89.95 ISBN 978–1-7889–2809-0 [<Journal>]
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DNB Subject Category Language
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