The Impact of CLIL Teacher Education on the Beliefs of In-service CLIL Teachers

• Azparren Legarre, Mª Paz ^[1]
  1. [1] Universidad Pública de Navarra

     Universidad Pública de Navarra

     Pamplona, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 4, 2022 (Ejemplar dedicado a: Monográfico), págs. 47-61
• Idioma: inglés
• DOI: 10.30827/portalin.vi.21587
• Títulos paralelos:
  • El impacto de la formación de profesorado AICLE en las creencias de profesores AICLE de educación secundaria
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1 (pdf)   2    3  
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio cualitativo investiga el impacto de un programa formativo de profesorado AICLE sobre las creencias que seis profesores AICLE de educación secundaria en servicio tenían sobre AICLE como metodología de enseñanza y sobre la utilización de una lengua extranjera como vehículo de enseñanza. La importancia de la formación al profesorado AICLE es hoy incontestable, sin embargo, existe poca investigación sobre el impacto que esta formación tiene sobre las creencias de los profesores. Los datos fueron recopilados a través de cuestionarios y entrevistas semi-estructuradas antes y después del programa. Los resultados mostraron que el programa tuvo impacto significativo en las creencias del profesorado. El programa posibilitó que los profesores aprendieran, entendieran y se percataran de lo que AICLE es e implica en relación a la propia metodología en sí misma y a la lengua. Los profesores pusieron voz a sus creencias y reflexionaron sobre sus prácticas docentes AICLE previas (erróneas), que habían sido informadas por esas creencias. Después del curso, los profesores evolucionaron hacia profesionales seguros y fortalecidos deseosos de implementar conscientemente un AICLE real. Esta evidencia de impacto tiene implicaciones importantes para la provisión de formación del profesorado AICLE y para una implementación efectiva de AICLE en las aulas.

  • English

    This qualitative study investigates the impact of a CLIL teacher education programme on the beliefs that six in-service CLIL secondary school teachers of content subjects had about CLIL as a methodology for teaching and about using a FL as the means of instruction. The importance of CLIL teacher education provision is now uncontested, however, little research exists on the impact that those CLIL teacher education programmes may have on teachers’ beliefs. Data was collected by means of questionnaires and semi-structured interviews before and after the CLIL teacher education programme was delivered to teachers. Results showed that the programme had significant impact on the teachers’ beliefs. The programme enabled teachers to learn about, understand and become aware of what CLIL methodology is and implies both as regards the methodology itself and as regards language. Teachers gave voice to their beliefs and were able to reflect on their own previous (wrong) CLIL teaching practices, which had been informed by those beliefs. After the programme, the teachers had become empowered and confident professionals who were willing to implement real CLIL in a conscious way. This evidence of impact has important implications for CLIL teacher education provision and for effective CLIL implementation in classrooms.

• Referencias bibliográficas
  • Almarza, G. (1996). Student foreign language teaches’ growth. In D. Freeman & J. C. Richards (eds.), Teacher Learning in Language Teaching...
  • Azparren, M.P. (2020) Education teachers for Content and language Integrated Learning: An action research study of secondary school teachers’...
  • Bonnet, A., & Breidbach, S. (2017). CLIL teachers’ professionalization. Between explicit knowledge and professional identity. In A. Llinares,...
  • Borg, S. (2003). Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language...
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39, 370-380.
  • Borg, S. (2019). Language teacher cognition: perspectives and debates. In X. Gao (ed.), Second Handbook of English Language Teaching (pp....
  • Cammaratta, L. (2009). Negotiating curricular transitions: foreign language teachers’ learning experience with content-based instruction....
  • Cammaratta, L. (2010). Foreign language teachers’ struggle to learn content-based instruction. L2 Journal, 2(1), 89-118.
  • Contero, C. Zayas, F. & Arco Tirado, J. L. (2018). Addressing CLIL lecturers’ needs: reflections on specific methodological training....
  • Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176.
  • Coyle, D., Hood, P. & Marsh, D. (2010). CLIL Content and language integrated learning. Cambridge University Press.
  • Crookes, G. & Arakaki, L. (1999). Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8(1), 15-19.
  • Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344-351.
  • Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. Eurydice Unit, Eurydice.
  • Escobar Urmeneta, C. (2013). Learning to become a CLIL teacher: teaching, reflection and professional development. International Journal of...
  • Fernández Costales, A. & Lahuerta Martínez, A. C. (2014). New approaches in English language teaching: Teacher training in the framework...
  • Freeman, D. (1993). Renaming experience/reconstructing practice: developing new understandings of teaching. Teaching and Teacher Education,...
  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32, 297-417.
  • Halbach, A. (2014). Teaching (in) the foreign language in a CLIL context: Towards a new approach. In R. Breeze, C. Llamas Saíz, C. Martínez...
  • Hall, L. A. (2005). Teachers and content area reading: attitudes, beliefs and change. Teacher and Teacher Education, 2, 403-414.
  • Hüttner, J., Dalton-Puffer, C., & Smit, U. (2013). The power of beliefs: lay theories and their influence on the implementation of CLIL...
  • Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre-service English as a second language teachers. Teaching and...
  • Kennedy, C. & Kennedy, J. (1996). Teacher attitudes and change implementation. System, 24, 351-360.
  • Kurihara, Y. & Samimy, K. K. (2007). The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of...
  • Macaro, E., Jiménez-Muñoz, A. & Lasagabaster, D. (2019). The importance of certification of English medium instruction teachers in higher...
  • Meyer, O., Coyle, D., Halbach, A., Schuck, K. & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning...
  • Meyer, O. & Coyle, D. (2017). Pluriliteracies teaching for learning: conceptualizing progression for deeper learning in literacies development....
  • Moate, J. M. (2011). The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom....
  • Nishino, T. (2012). Modeling teacher beliefs and practices in context: a multimethods approach. The Modern Language Journal, 96(3), 380-399.
  • Pappa, S., Moate, J., Ruohotie-Lythy, M. & Eteläpelto, A. (2017). CLIL teachers in Finland: The role of teachers’ emotions in professional...
  • Pavón Vázquez, V., Lancaster, N. & Bretones Callejas, C. (2020). Key issues in developing teachers’ competences for CLIL in Andalusia:...
  • Pérez-Cañado, M. L. (2016a). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39(2), 202-221.
  • Pérez-Cañado, M. L. (2016b). Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual...
  • Pérez-Cañado, M. L. (2018). Innovation and challenges in CLIL teacher training. Theory into Practice, 57(3), 1-10.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Patton, M. Q. (2002). Qualitative research and evaluative methods (3rd ed.). Sage.
  • Richards, J. C. (1998). Teacher beliefs and decision making. In J. C. Richards (ed.), Beyond Training (pp. 103-121). Cambridge University...
  • Schön, D. A. (1987). Educating the reflective practitioner. Basic Books.
  • Woods, D. (1996). Teacher cognition in language teaching. Cambridge University Press.
  • Yi Lo, Y. (2019). Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help?...