Lecturer and student perceptions on CLIL at a Spanish university
ABSTRACT This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers’ insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.
- SourceAvailable from: Alberto Fernández Costales
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- "Finally, Aguilar and Rodríguez (2012) analyse the perception of lecturers and students engaged in CLIL at university. Regarding teacher satisfaction, the information collected shows that lecturers are interested in improving their spoken English fluency. "
ABSTRACT: This paper analyses teacher satisfaction in the case of lecturers engaged in the so-called " bilingual programmes " at the University of Oviedo, an institution which offers subjects taught entirely in English in several study plans. The research relies on quantita-tive and descriptive methodology covering 74 lecturers (almost the entire population being studied) and establishes the strengths and weaknesses of this approach based on their experi-ences teaching through the medium of English. The conclusions of the study provide lines of optimization and propose improvements for the implementation of bilingual programmes in similar contexts. Satisfacción del profesorado en la implementación de programas bilingües en una uni-versidad española RESUMEN: Este artículo analiza el grado de satisfacción de los docentes que participan en los llamados " programas bilingües " de la Universidad de Oviedo mediante los que se ofre-cen asignaturas de diferentes titulaciones en inglés. El estudio se basa en una metodología cuantitativa y descriptiva que vincula a 74 profesores (prácticamente la población de refe-rencia), y plantea los puntos fuertes y débiles que se derivan de su experiencia en la impar-tición de docencia en inglés. Las conclusiones de esta investigación proporcionan líneas de optimización así como propuestas de mejora en lo referente a la implantación de programas bilingües en contextos similares. Palabras clave: programas bilingües, educación superior, satisfacción del profesorado, mul-tilingüismo, universidades españolasPorta Linguarum 01/2015; 23(23). · 0.06 Impact Factor
Cross-Curricular Approaches to Language Education, 01/2015: chapter 15: pages 289-304; Cambridge Scholars.
- "The study showed that less proficient students obtained higher gains in listening and grammar skills than more proficient ones. This evidence is also in line with university students' self-perception of improvement in listening comprehension, as suggested in other studies (Aguilar & Rodríguez, 2012; Dafouz et al., 2007b; Muñoz, 2001). What remains to be answered is whether there might be a correlation between lecturers' proficiency and higher level students' improvement in the foreign language. "
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ABSTRACT: English-taught Programmes (ETPs) have increased exponentially in European universities over the last 10 years, leading to growing numbers of bilingual graduates. This study reports on the most recent survey of ETPs in Italian higher education. A questionnaire completed in 2010 by 50% of Italian universities addressed both organisational factors (including the number of ETPs, reasons for adoption and difficulties in implementation) and pedagogical factors (including recruitment and teachers’ competencies). The findings paint a heterogeneous picture, with ETPs expanding but still not universal. Issues are analysed according to university type (public/private) and location, since the divisions between the wealthy, industrialised North, the Centre and the less developed South are largely reflected in the profile and status of universities in each geographical zone. All institutions show a clear-cut focus on content over language.International Journal of Bilingual Education and Bilingualism 01/2012; 16(1):1-17. DOI:10.1080/13670050.2012.676621 · 0.81 Impact Factor