Table 4 - uploaded by Roberto Espejo
Content may be subject to copyright.
Source publication
Content and language integrated learning (CLIL) is generally recognised as a fruitful example of bilingual education. However, success in CLIL may not be straightforward and may require the establishment of coordination between content and language teachers. The aim of this study is to investigate if content and language teachers are able to plan a...
Similar publications
Designing a foreign language course involves close analysis and assessment of teaching methodology. Problems need to be identified and the most appropriate solutions found for increasing procedural quality. The aim of this article is to suggest cross language teaching tools whose aim is teaching efficiency control, monitoring the participants in th...
Citations
... Among the results of the research, many of the teachers indicated as a limitation the lack of coordination among teachers and even among the school management teams themselves. It should not be forgotten that success in CLIL classrooms depends a lot on teamwork among teachers (Pavón et al., 2014) and coordination among teachers which is key because the strength of the program depends on agreements between professionals with different profiles, language teachers (L1 and L2), teachers of other curricular subjects and even assistant lecturers (Consejería de Educación de la Junta de Andalucía, 2013). This is why emphasis should continue to be placed on this aspect of coordination which, on the other hand, was already presented as something indispensable for the bilingual programs of the Community of Andalusia from the beginning with the Plan to Promote Plurilingualism where it was expressed: "the methodological guidelines must be shared by the teachers of the native language and teachers of foreign languages spoken and/or taught at school. ...
Over the last two decades in Spain there have been many efforts aimed at implementing of bilingual education and training Primary Education teachers in the methodological approach known as CLIL (Content and Language Integrated Learning). However, assessing children’s progress in CLIL presents many difficulties, due to the varied contexts and also to the difficulty of finding assessment tools that measure both content and linguistic competence from a truly integrated perspective. Given the importance of this issue, this research addresses how the assessment process is carried out in the upper cycle of Primary Education in schools in the Community of Andalusia. It is a mixed method research (quantitate and qualitative) whose main objective is to analyze, through teachers’ opinions, aspects such as the training they have received, their competence in assessment practices and the difficulties they face. In order to collect data, a questionnaire was sent online to Primary schools. The analysis shows that the difficulties presented by teachers are many, but the growing interest in formative assessment in the educational field and specifically in CLIL approach is perceived as a central aspect to carry out an authentic integration of language and content and, through the assessment process, to contribute to the achievement of quality bilingual education.
... Promover la conciencia lingüística y formar a los docentes para que fomenten esta misma conciencia en sus alumnos podría contribuir, sin duda, a operativizar un uso más eficaz del lenguaje relacionado con el contenido de las diferentes asignaturas (Coyle, Meyer y Staschen-Dielmann, 2023). Por lo tanto, sería muy beneficioso que las asignaturas de lengua estuvieran estrechamente relacionadas con las asignaturas de contenido, que los profesores de lengua extranjera reforzaran el aprendizaje de la lengua meta mediante el uso del mismo enfoque metodológico AICLE (Vinuesa, 2017) y que los profesores de contenido pudieran identificar los requisitos lingüísticos implicados en las complejidades de los contenidos académicos (Pavón, 2014). ...
... Para que el establecimiento de un programa coordinado sea eficaz, uno de los requisitos previos es la presencia de profesores motivados y dispuestos, por lo que la existencia de un ambiente de trabajo cooperativo en equipo también es clave. Lleva mucho tiempo construir un modelo colaborativo en los centros y, sin una estructura sólida de colaboración y coordinación, la eficacia de la enseñanza bilingüe puede resentirse notablemente (Pavón et al., 2014). También es importante, por supuesto, que los profesores estén cualificados y debidamente preparados para afrontar estos retos. ...
El estudio, denominado “Proyecto ENEBE: Evaluación Nacional de la Enseñanza Bilingüe en España. Funciones Discursivas y Lenguaje Académico” es obra de Virginia Vinuesa Benítez (Universidad Rey Juan Carlos), Lola López-Navas (Universidad Politécnica de Valencia) y Víctor Pavón Vázquez (Universidad de Córdoba) y recoge los resultados de cerca de 4.000 alumnos de Educación Primaria y Secundaria escolarizados en programas bilingües. Se ha contado con la participación de 100 centros educativos públicos y concertados de seis Comunidades Autónomas: Cantabria, Castilla-La Mancha, La Rioja, Madrid, Murcia y Navarra. El objetivo central de este estudio ha sido analizar el uso de la lengua en el aula bilingüe para asegurar la comprensión, asimilación y posterior utilización de los contenidos académicos que se transmiten a través de ella. La muestra representativa utilizada permite ofrecer una visión general de la capacidad del alumnado para tener éxito con este modelo de enseñanza.
... Looking into educational research analysing practitioners' views in the two contexts of our investigation, some studies on methodology (Fernández & Halbach, 2011;Lancaster, 2016;Lorenzo et al., 2010;Pena Díaz & Porto Requejo, 2008), have mainly centred on the identification of strengths, weaknesses, opportunities and threats (SWOT) in the Spanish context. Few studies, however, have put the spotlight on what teachers' views are on the practical side of things, i.e. on the 'on the ground' classroom practices that make CLIL identifiable as the set of pedagogical practices which are inherent in the application of this student-centred approach -such as curriculum integration, teachers' collaboration, multilingual practices, the use of text genres, or scaffolding (Barrios & Milla Lara, 2020;Barreiro & San Isidro, 2009;Calvo & San Isidro, 2012;Pavón et al., 2014;Pérez Cañado, 2018b;San Isidro & Lasagabaster, 2019b) -something that is particularly important now due to two major reasons. One of them is that, after years of implementation, CLIL is becoming mainstream and there is an urgent need to know about how teachers cope with mixed-ability classrooms and develop social justice and inclusion-oriented pedagogies (Pérez Cañado, 2018b). ...
... The third part of the questionnaire was focused on classroom practices -use of text genres, scaffolding, attention to diversity, translanguaging and pluriliteracies -and teachers' cross-curricular collaboration in integrating language and content when planning lessons. In general terms, the findings revealed that all cohorts agreed on the conceptual framework of what CLIL practices should be (De Graaff et al., 2007;Escobar, 2013;Pavón et al, 2014;San Isidro & Lasagabaster, 2020b), something logical considering that all respondents had taken part in a training webinar dealing with CLIL theory and implementation as a prior step to completing the survey. However, the degree of agreement on the part of the Spanish teachers was higher. ...
... r = −.71). Teachers' views are coincidental with previous research considering collaboration as the sine qua non in this approach (Pavón et al, 2014;San Isidro & Lasagabaster, 2020b). ...
Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers’ views on CLIL design, implementation and results in two different contexts, Scotland (n = 127) and Spain (n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners’ perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers’ views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.
... Algunos estudios, como el desarrollado por Durán-Martínez y Beltrán-Llavador (2020) ponen de manifiesto cómo los docentes expresan la necesidad de una mayor coordinación para el éxito del programa. De hecho, Pavón et al. (2015) destacan cómo los docentes conocedores de la potencialidad que tiene la coordinación entre la asignatura de lengua extranjera y las asignaturas de contenido siguiendo un enfoque interdisciplinario, proporcionan beneficios de estrategia para el logro de los objetivos de aprendizaje. Además de esto, Lova y Bolarín (2015) resaltan la importancia no solo de una coordinación entre docentes sino también con los auxiliares de conversación para el éxito de dicho programa bilingüe con el fin de programar tareas, elaborar materiales y buscar recursos. ...
Este estudio tiene como objetivo analizar el estado de implementación del aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) en la Comunidad Autónoma de Andalucía (España), desde el punto de vista del docente de áreas no lingüísticas (ANL). Para ello, se siguió un diseño descriptivo, comparativo, correlacional y transversal en una muestra de 80 docentes de ANL de Educación Primaria. Los principales resultados obtenidos fueron la necesidad de mejorar la implementación del enfoque AICLE en los centros educativos de Andalucía, pues los docentes no disponen de suficiente conocimiento sobre la metodología AICLE. El profesorado declara que no hay una metodología definida que pueda guiar sus prácticas diarias. Del mismo modo, necesitan más formación en competencia lingüística en la lengua extranjera. Finalmente, se ha podido observar que existen diferencias significativas en función de la titularidad del centro educativo en cuanto a la implementación de este enfoque en las aulas. Por consiguiente, se ha detectado una laguna formativa en este perfil de docentes que debe ser atendida para ajustar mejor su práctica docente a los principios básicos del AICLE.
... Although recent examples of effective interdisciplinary teacher collaboration in EMI university settings are relatively limited (Valcke & Wilkinson, 2017), studies focusing on interdisciplinary lesson planning through collaboration in various K12-CLIL contexts (for Belgium: Chopey, 2015; for Europe: Pavón et al., 2015;for Hong Kong: Lo, 2015; for the US: Senn et al., 2019) clearly show that language specialist and content teacher collaboration can result in good classroom practices (see Honigsfeld & Dove, 2019) yielding a number of effective methods for teacher development (Marrongelle et al., 2013). It could be argued that K12-CLIL and EMI HE contexts exhibit considerable differences and challenges, complicating quick transfers of good practices in interdisciplinary teacher collaboration. ...
Although the efficacy levels of interdisciplinary teacher collaboration attained at pre-university level are well documented, research in higher education contexts is still scarce. Macaro et al. (2016) earlier reported on a quasi-experimental intervention project conducted in Türkiye with an objective to promote collaboration between nine pairs of English language specialists and content teachers from four universities, and the analyses of the pre- and post-intervention interviews suggested that this sort of collaboration can be highly beneficial. This paper, however, puts the research tool, the Collaborative Planning Tool (CPT), into perspective by describing a learning-centred approach to research design as a way to better understand interdisciplinary teacher collaboration. By re-examining the extant research data (audio-recorded discussions of 72 collaborative planning sessions), this paper presents new findings (clustered under three emerging themes: use of the CPT; interplay between language and content; and the role of feedback in lesson planning), suggesting that the CPT can provide an effective framework for interdisciplinary teacher collaboration in EMI university settings. A discussion of the concept of quality in EMI is also presented.
... In this context, Content and Language Integrated Learning (CLIL) spread rapidly around Europe, as this educational approach was assumed to contribute largely to the teaching and learning of English in schools (Castellano-Risco et al., 2020;Martí et al., 2022;Pérez-Cañado, 2018;Pérez-Vidal & Roquet, 2015). Countries soon showed enthusiasm for CLIL; however, its promise seems not to have been fulfilled due to, among other things, constraints related to contextual factors (hereafter referred to as "CF"), such as teaching materials or teacher cooperation (Custodio-Espinar, 2019;Lazarevic, 2022;Morton, 2013;Pavón-Vázquez et al., 2015) and lack of proper training (Banegas, 2012;Hillyard, 2011;Pérez-Cañado, 2016a, 2016bPistorio, 2009). CFs appear to become obstacles for teachers, both to carry out instructional practices congruent with their beliefs (Basturken, 2012;Borg, 2017) and to implement methodological knowledge previously acquired in professional development programmes in the classroom (Kurihara & Samimy, 2007;Lamie, 2001;Nishino, 2012). ...
... The third factor, coordination between language and content teachers, would help the latter in the endeavour of dealing with their CLIL subjects and minimise the impact of dealing with both the FL and the content (Pavón-Vázquez & Ellison, 2018). Research has demonstrated that teacher coordination is also essential for CLIL implementation to succeed in schools since it favours significant learning (Pavón-Vázquez et al., 2015); however, it seems to be almost non-existent in CLIL contexts (Kurihama & Samimy, 2007;Lancaster, 2018). ...
... Time, teacher cooperation, and support from education authorities could be considered as moderately influential CFs since they are important for CLIL to be effective; however, they do not affect CLIL teachers in a straightforward manner as materials and teacher training provision do. Teachers can overcome the hindrance that time, teacher cooperation, and support Regarding teacher cooperation, this study has evidenced that it is still non-existent in some contexts where the FL and the content subjects are considered nonrelated (Pavón et al., 2015). This also indicates that teachers were not aware of the importance of focusing on language in this approach. ...
Even though the implementation of Content and Language Integrated Learning (CLIL) and its results have been researched extensively, fewer works have focused on the effect of contextual factors (CF) on teachers’ beliefs and on which ones are perceived as constraints. Furthermore, no research has explored how training might change those beliefs and help to adjust or modify some of the negative effects that CF exert on teaching practices. This qualitative study explores six in-service CLIL secondary teachers’ beliefs about CF and the effect a training course had on them. Results confirmed CF are perceived as constraints to the successful implementation of CLIL, and training appears to have a positive effect in shaping negative teachers’ beliefs and attitudes into more favourable ones. This, in turn, may help teachers to cope with the unfavourable teaching situations that CF may provoke on a daily basis. Since CF still seem to hinder CLIL success, considering teachers’ beliefs about them in CLIL teacher training programmes may contribute largely to teachers’ effectiveness.
... Some approaches to facilitate this movement are to bring language teachers into content classes to offer linguistic support to students as the needs arise or to offer models of the curriculum that promote co-teaching. Previous research has showcased the benefits of team-teaching CLIL school environments (Pavón et al. 2015), but there has been less research highlighting the effectiveness of such integrated teaching in EMI in higher education settings . ...
The growing interconnectedness of content and language is a significant global phenomenon in language education. As models of education have shifted from teaching a foreign language to teaching through a foreign language, we have seen a rise in methodologies associated with English medium instruction (EMI), content and language integrated learning (CLIL), and various models of bilingual education. In this chapter, we provide an overview of the theoretical underpinnings and development of CLIL and EMI in language education, situated within the broader field of applied linguistics. It discusses the difficulties of defining these and related terms, as models and practices vary widely between and within educational contexts. It also discusses the language-related difficulties associated with learning and teaching in a foreign language, as well as the role of language educators in addressing these challenges. The chapter also reviews evidence of the efficacy of EMI and CLIL as models of education for fulfilling the dual aims of language and content acquisition. Finally, the chapter explores the applied sociolinguistic impact of CLIL and EMI regarding issues surrounding first language use in the classroom, educational equity, domain loss in the first language, and self-colonization.
... Collaborative teaching has been traditionally observed as a common practice in in-service and pre-service teacher education programmes (Dang 2013) because of its importance in teacher professional development (Steele, Cook, and Ok 2021), and its potential to enhance classroom collaboration, connections between theory and praxis, sociocultural interactions, and outcomes (Weinberg et al. 2020). It has also been associated with inclusive education (Honigsfeld and Dove 2012;King-Sears 2022;Nguyen, Nguyen, and Mui 2019;Weinberg et al. 2020) and with primary (Mackey et al. 2018) and secondary education (Takacs 2015), as well as in relation to content and language courses at pre-university level (Pavón et al. 2015). However, despite the reported benefits of these experiences, including fostering lecturers' motivation and facilitating reflection on pedagogical practices, it has been highlighted that there is limited research carried out on TT practices at the tertiary level in relation to languages education (Doiz, Lasagabaster, and Pavón 2019, 153). ...
... Convergence is facilitated by dialogue between teachers in which a shared vision is developed (Aguilar Cortés & Alzate, 2015). Convergence can take place outside of classrooms through the careful planning of teams and programmes, in separate yet complementary lessons with, for example, the language teacher introducing key vocabulary and structures prior to the subject lesson (Pavón Vázquez et al., 2015) or in shared classrooms with the practice of 'one teach, one assist'. All of these practices involve good communication between teachers and not only benefit from, but also require mutual respect and understanding. ...
... CLIL collaboration benefits from good communication between teachers and a willingness to invest in the collaboration (Martin-Beltrán & Peercy, 2014). Although institutional settings might formally place colleagues in hierarchical positions, collaborations work better if they are experienced as non-hierarchical (He & Lin, 2018), as an equal relationship to which both or all partners can contribute from their respective strengths (Pavón Vázquez et al., 2015) and learn from each other (Bauler & Kang, 2020). The most positive CLIL collaborations appear to be underpinned by trust and the willingness to take risks (Gardner, 2006) as well as to appreciate and value the contributions and expertise of others (Nguyen & Dang, 2020). ...
... These different forms of language do not replace one another but complement each other with expert language representing an important learning goal and everyday language opening the space for student participation as part of the learning process. Moreover, recognising language as a meaning-making resource can help teachers break overall objectives into smaller aims and to maximise opportunities for student participation (Grandinetti et al., 2013) and to share the responsibilities and perspectives of language and subject teachers (Pavón Vázquez et al., 2015). ...
... Tandem teaching is gaining much importance in the field of inclusive education (Wilson & Blednick, 2011;Honigsfeld & Dove, 2015), higher education (Blanchard, 2012;Ferguson & Wilson, 2011;Graziano & Navarrete, 2012;Liebel et al., 2017;Beaten et al., 2018), as well as in content and language integrated learning (Pavón Vázquez et al., 2015;Custodio-Espinar et al., 2022). Although team teaching is not a new phenomenon in pre-service education, it has not been extensively studied. ...
This chapter explores the effects of a service-learning program on the development of competences for teaching Spanish to young learners during initial teacher education. The framework of action science provides guidelines for the design of participative inquiry in which the student-teachers evaluate their theories of language teaching and embrace opportunities for developing a more efficient, flexible, but also a more critical approach to early language education. By implementing interpretative phenomenology as a research tool, a particular attention is dedicated to the participants' understanding and interpretation of specific pedagogical events of tandem teaching, which marked their positive and negative didactic experiences and influenced reconsideration of their theories of teaching.
