Lecturer and student perceptions on CLIL at a Spanish university

International Journal of Bilingual Education and Bilingualism (Impact Factor: 0.81). 03/2012; 15(2):183-197. DOI: 10.1080/13670050.2011.615906


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.

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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. "
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    Porta Linguarum 01/2015; 23(23). · 0.06 Impact Factor
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    • "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. "
    Cross-Curricular Approaches to Language Education, 01/2015: chapter 15: pages 289-304; Cambridge Scholars.
    • "The lack of facility with English was found to compel faculty and students to use various coping strategies, for example, adopting a transmissionoriented pedagogy (Webb 2002), avoiding asking/answering questions (Airey 2011), and resorting to one's first language (Airey and Linder 2006). Third, although a number of studies (e.g., Aguilar and Rodríguez 2012; Bryan and Habte-Gabr 2008; Park 2007) found no negative effect of EMI on disciplinary learning, detrimental effects on content mastery were reported in other studies (e.g., Hellekjaer 2010; Vinke 1995; Webb 2002). Finally, apart from the inconclusive findings reviewed above, a growing body of research (e.g., Costa and Coleman 2013; Cots 2013; Hu 2009; Piller and Cho 2013; Wilkinson 2013) has pointed to educational inequalities arising from or exacerbated by EMI. "
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