Comparative Perspectives on CLIL:: A CrossCountry Study of Spain and Poland

• Anna Szczesniak ^[1]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 19, Nº. 3, 2026
• Idioma: inglés
• Títulos paralelos:
  • Perspectivas comparativas sobre AICLE:: Un estudio transnacional entre España y Polonia
• Enlaces
  • Texto completo
• Resumen
  • español

    El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE/CLIL) se ha consolidado como una metodología ampliamente implantada en Europa, fortaleciendo las competencias académicas y lingüísticas del alumnado. Este estudio compara la implementación del AICLE en España y Polonia mediante un cuestionario ad hoc administrado a 428 docentes españoles y 135 docentes polacos. Los resultados revelan diferencias significativas en las percepciones del profesorado sobre la educación bilingüe. Los docentes polacos muestran una mayor confianza en sus conocimientos metodológicos, mientras que los españoles expresan mayores preocupaciones sobre la formación y el desarrollo profesional. Ambos grupos valoran positivamente la colaboración, aunque difieren en el tiempo dedicado a ella, así como en aspectos relacionados con el tamaño de las clases, el nivel de inglés del alumnado y la introducción temprana del AICLE. El estudio pone de relieve la necesidad de políticas lingüísticas más claras y de una formación docente continua.

  • English

    Content and Language Integrated Learning has become a widely implemented method in European countries, changing language education and enhancing students’ academic and linguistic skills. This study examines CLIL implementation by comparing bilingual education practices in Spain and Poland. The research employed an ad-hoc questionnaire, and the sample comprised 428 Spanish and 135 Polish teachers. The data revealed significant differences in teachers’ perceptions of bilingual education. The data showed that Polish educators exhibited higher confidence in methodological knowledge, whereas Spanish teachers expressed concerns about training adequacy and professional development. Both groups valued collaboration but differed in the time allocated to it. Concerns about class size, English proficiency levels, and early CLIL introduction also varied between the two cohorts. The study highlights the need for clearer language policies, consistent practices, and sufficient teacher training opportunities to make CLIL more effective and consistent in different educational contexts.

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