The Role of a Multilingual CLIL-Based Training Course in Teacher Trainees’ Attitudes towards CLIL

• Gema Gayete ^[1]
  1. [1] Universitat Jaume I

     Universitat Jaume I

     Castellón, España

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 19, Nº. 3, 2026
• Idioma: inglés
• Títulos paralelos:
  • El rol de formación multilingüe sobre AICLE en las actitudes de futuros docentes hacia AICLE
• Enlaces
  • Texto completo
• Resumen
  • español

    La expansión de AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) exige formación que desarrolle la competencia y actitudes positivas hacia AICLE entre el profesorado en formación. Sin embargo, esta formación es limitada y orientada al monolingüismo, y pocos estudios han explorado su efecto sobre las actitudes de los futuros docentes hacia AICLE (Kassymov y Çiftçi, 2020; Martí y Portolés, 2019). Por tanto, esta investigación examina la influencia de un curso multilingüe sobre AICLE en las actitudes de 62 futuros maestros en la universidad pública de Castellón. Los participantes completaron un cuestionario y participaron en debates grupales antes y después de recibir 7 horas de instrucción en AICLE. Los datos fueron analizados mediante el programa SPSS y análisis temático. Como resultado, la formación mejoró las actitudes de los participantes, las cuales mostraron una mayor orientación multilingüe después del curso formativo, aunque se detectaron desafíos y necesidades en torno a AICLE.

  • English

    The spread of Content Language Integrated Learning (CLIL) in education claims for the introduction of training courses that develop expertise and positive attitudes towards CLIL among teacher trainees. However, initial CLIL training tends to be limited and monolingually oriented, and insufficient studies have explored its effect on teacher trainees’ attitudes towards CLIL (Kassymov & Çiftçi, 2020; Martí & Portolés, 2019). Therefore, this investigation examines the influence of an introductory multilingual CLIL training course in 62 primary teacher trainees’ attitudes towards CLIL at a public university in Castelló (Valencian Community). Participants completed a questionnaire on CLIL attitudes and participated in group discussions before and after receiving 7 hours of CLIL instruction. Data were analysed through the SPSS programme and thematic analysis. Results showed that the multilingual CLIL-based training improved participants’ attitudes about CLIL. Attitudes were also more multilingually-biassed after the instructional course, although several CLIL challenges and necessities were detected.

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