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FA
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HU
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IÓN
UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación
Trabajo Fin de Grado
CLIL in Andalusia: Study on teachers’ view
Alumno: María del Mar Pérez Crespo Tutor: Prof. D. María del Carmen Méndez García Dpto: Filología Inglesa
Julio, 2015
Contents
1. Abstract and Resumen ..................................................................................... 1
2. Introduction ..................................................................................................... 2
3. Content and Language Integrated Learning (CLIL) ....................................... 2
3.1. CLIL methodology ...................................................................................... 2
3.1.1. Definition of CLIL .................................................................................. 2
3.1.2. Historical Background ............................................................................. 5
3.1.3. Types of CLIL ......................................................................................... 9
3.1.4. Benefits and Drawbacks of CLIL ......................................................... 11
3.1.5. CLIL teachers ....................................................................................... 13
3.2. CLIL in the Spanish context: the example of Andalusia ........................... 14
3.2.1. CLIL in Spain ........................................................................................ 14
3.2.2. The example of Andalusia ..................................................................... 16
4. CLIL in Jaén: A need analysis study ............................................................. 19
4.1 Introduction and contextualisation ................................................................ 19
4.2. Limitations of the study ................................................................................ 21
4.3 Objectives ...................................................................................................... 22
4.4. Research tool ................................................................................................ 22
4.4 Results and Discussions ................................................................................ 26
4.5 Conclusion ..................................................................................................... 36
5. Conclusion ..................................................................................................... 36
6. References ..................................................................................................... 37
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
1
1. Abstract and Resumen
Abstract
The implementation of CLIL programmes in education has introduced some changes
into the curriculum. This study on Content and Language Integrated Learning (CLIL)
analyses teachers’ views of CLIL programmes from a general perspective and also more
specific features such as the subjects taught through CLIL, students, teachers, available
materials and languages of the programme. The data were obtained throughout a survey
addressed to CLIL secondary school teachers of the province of Jaén.
Keywords: CLIL, teacher, survey, Jaén, secondary education
Resumen
La implementación de programas de Aprendizaje Integrado de Contenido y Lengua
Extranjera (AICLE) en educación ha provocado algunos cambios en el curriculum. En
este trabajo se presenta un estudio que examina las opiniones de los profesores sobre el
programa AICLE desde un punto de vista general así como características específicas
como las asignaturas impartidas en programas AICLE, los alumnos, los profesores, los
materiales disponibles y los idiomas del programa. Los datos se han obtenido a través
de una encuesta dirigida a los profesores que imparten docencia en programas AICLE
de educación secundaria de la provincia de Jaén.
Palabras clave: AICLE, profesor, cuestionario, Jaén, educación secundaria
Comentado [PQ1]: View or viewS?
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
2
2. Introduction
Content and Language Integrated Learning (CLIL) education is based on the use of the
students’ mother tongue and a foreign language as vehicular languages for the study of the
curriculum.
Bilingualism and plurilingualism are important concepts nowadays. We live in a
European society where we need languages to communicate with other European citizens.
CLIL has emerged as a new approach in education. Foreign languages take an important
part in the curriculum since some subjects are taught in the foreign language as well as in
the mother language.
This project looks into CLIL methodology. It is divided into two main parts. The first
part analyses the concept of CLIL, its historical background, different types of CIL, and its
benefits and drawbacks. This initial part concludes with a section about CLIL in Spain and,
in particular, CLIL in Andalusia.
The second part of this essay focuses on CLIL in Jaén through a need analysis study.
After contextualizing the study, the results and the conclusions extracted from a survey are
analysed.
3. Content and Language Integrated Learning (CLIL)
3.1. CLIL methodology
CLIL methodology is discussed in this chapter. First, it starts with a section on the
concept of CLIL. Then, the following section focuses on the historical background of
bilingual education, different types of CLIL, the benefits and drawbacks of using CLIL and
the teacher’s role when implementing CLIL.
3.1.1. Definition of CLIL
This section discusses the concept of Content and Language Integrated Learning (CLIL)
, CLIL is also known as “Content-based Learning” and “Cross Curricular Content”
(Roadshow & Hafenstein, 2008: 16)
Comentado [U3]: Give it a title. IN ENGLISH!
Comentado [U4]: Introduce this chapter. State what it is about
and say something about how it is structured (the contents of the first section, the second section…).
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
3
CLIL methodology consists in the study of some of the subjects of the curriculum
through the use of a foreign or second language (usually called an additional language).
According to Marsh (2000) CLIL can be defined as follows:
This approach involves learning subjects such as history, geography or others, through an
additional language. It can be very successful in enhancing the learning of languages and
other subjects, and developing in the youngsters a positive ‘can do’ attitude towards
themselves as language learners. (Marsh, 2000: 2)
This innovation in foreign language learning is based on the rationale that while students
acquire new information about a particular content subject (i.e. History) through the
additional language they improve their command of the additional language. By receiving
input in a second language from different disciplines, new vocabulary and grammar
structures, which contain new information about the subject content, are learnt, together with
the content of the subject in question. Marsh refers to this process as a dual-focused aim.
Content and language integrated learning (CLIL) refers to any dual-focused educational
context in which an additional language […]. It is dual-focused because whereas attention
may be predominantly on either subject-specific content or language, both are always
accommodated. (Marsh, 2003: 1)
Graddol specifies that speaking English is nowadays a “core skill” (Graddol, 2005: 1).
In a global world, people need to be able to speak nowadays at least one foreign language,
together with their mother tongue. Furthermore, the European Council Resolution in 1995
stated that “all EU citizens, by the time they leave compulsory schooling, should be able to
speak two languages other than the mother tongue" (2012: 3). Thus, CLIL methodology
helps students to increase their exposure to the foreign language in classroom and they are
likely to improve their language skills. Consequently, their exposure to the foreign language
is higher “without requiring extra-time in the curriculum” (Commission of the European
Communities, 2003: 8)
Comentado [U5]: Page number. The page number has to be
added whenever you literally quote the words written by somebody
else.
Please, revise the whole document. I am going to highlight in yellow
the parts of the TFG where you need to add the page number.
Comentado [U6]: Add the page where Mash states this.
Comentado [U7]: This is not included in the list of references.
Please, add it.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
4
Graddol (2006) provides a working definition of CLIL and compares CLIL with English-
medium education:
An approach to bilingual education in which both curriculum content (such as Science or
Geography) and English are taught together. It differs from simple English-medium
education in that the learner is not necessarily expected to have the English proficiency
required to cope with the subject before beginning study. (Graddol, 2006: 88)
For Coyle et al. CLIL is “any learning activity where language is used as a tool to develop
new learning from a subject area or theme” (2009: 6). In this way, CLIL uses the additional
language as a vehicle between content subjects and the foreign language as a subject.
To conclude, CLIL has the potential to present a natural situation in classroom for the
development of the foreign language in question. Students in CLIL classes are reported to
have more positive attitudes towards language learning than non-CLIL students (Méndez
García and Pavón Vázquez, 2012). As Marsh (2000: 3) indicates, CLIL may increase
learners’ motivation and make them more willing to learn other languages.
Furthermore, CLIL is becoming a trend in modern education systems as it is considered
to be “the best way to foster multilingualism and language diversity, one of the aims of
European policies in the last decade” (Lasagabaster & Zarobe, 2010: X)
To sum up, the following illustration shows a key definitions of CLIL through time.
Comentado [U8]: I think they should be written in capital letters.
Please, revise
Comentado [U9]: There are too many quotations. As you can see,
I have paraphrased Marsh’s ideas.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
5
Image 1 CLIL’s definitions through time (Bentley,2010 :5)
3.1.2. Historical Background
The word CLIL was coined in 1994 by Marsh and “launched by UNICOM, University
of Jyvaskyla in Finland and the European Platform for Dutch Education” (Bonces, 2012:
179) . However, this methodology is not a new phenomenon. Bilingualism and
multilingualism existed, at least in the wealthiest families, around 1890s. During that period,
there were two ways of learning a foreign language. On the one hand, parents hired a tutor
for boys or a governess for girls who taught their children at home. On the other hand, there
was a possibility to send their children abroad to learn it in private local schools (Masdevall,
2012)
The first example of CLIL methodology is considered to have taken place in Canada
around the 1960s. English speakers started to become aware of the importance of French in
their zone. In addition, they were worried because their children were at a disadvantage with
French speakers. Hence, they urged the Government to create immersion programmes in
schools where children could learn some subjects through French instead of learning all the
subjects of the curriculum in English. This original idea was expanded worldwide. (Genesee
and Lindholm-leary, 2007)
Comentado [U10]: Too many quotations
Comentado [U11]: Publication year
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
6
In 1970, many bilingual immersion programmes were located in strategic regions such
as national border, places where the population used two languages or biggest cities. These
programmes appeared because there was an increase in the awareness that language and
content were closely associated. Their main aim was:
To turn them into bilingual children by enabling them to acquire proficiency in languages
comparable to that of native speakers. Indeed, the terms generally used to denote this kind
of provision are ‘bilingual’ school, education or teaching. (Eurydice, 2006: 7)
An important aim in European education is the promotion of linguistic diversity. The
European Union has taken an important part in the implementation of language teaching
programmes as it has launched several initiatives related to CLIL. The Council Resolution
of 31 March 1995affirms that there is a need to improve and diversify “language learning
and teaching within the education system of the European Union” (Eurydice, 2006: 8)In this
resolution, CLIL is explicitly related to bilingual teaching. Moreover, this Council specifies
the actions to be taken towards CLIL education as far as CLIL teachers are concerned:
Encouraging the exchange with Member States of higher education students working as
language assistants in schools, endeavouring to give priority to prospective language teachers
or those called upon to teach their subject in a language other than their own (Eurydice,
2006: 8)
Besides, there are several programmes financed by the European Union where the main aim
is the development and acquisition of foreign languages. Two of these programmes are
Erasmus and Comenius.
Comentado [MR12]: ¿???
Comentado [MR13]: Author: page
Comentado [MR14]: European Union? Europe? Please, check
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
7
Image 2 European countries where CLIL is carried out (Marsh and Languages, 2007: 1)
Lastly, it is relevant to mention that CLIL methodology has been used in around 20
countries across Europe from the beginning of the 1990s mainly in Primary and Secondary
education, although it is also beginning to be implemented in Higher Education. The
following table indicates the terms associated with the concept of CLIL in different European
countries.
Term(s) in the original language Translation in English
BE fr Enseignement en immersion Immersion education
BE de No official terminology
BE nl Tweetalig en meertalig onderwijs Bilingual or multilingual education
CZ dvojjazyčné/ bilingvní třídy or
dvojjazyčné/ bilingvní sekce
Bilingual classes/bilingual sections
DE Bilingualer Unterricht Bilingual education
EE Aineõpetus õpitavas keeles Subject teaching in the target
language
ES Aprendizaje Integrado de
Contenidos y Lengua (AICLE)
CLIL
FR Enseignement bilingüe Bilingual education
IE Múineadh trí Ghaeilge Teaching of subjects through Irish
in English-medium schools
IT Insegnamento bilingüe Bilingual teaching
Comentado [MR15]: This is not true. There are many schools
across Europe that do not teach through CLIL.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
8
CY I didaskalia mi glossikou
mathimatos meso mias ksenis
glossas
CLIL
LV Bilingvālā izglītība, bilingvālā
apmācība and mācības bilingvāli
Bilingual education, bilingual
training and learning bilingually
LU No official terminology
HU Két tanítási nyelvű iskolai oktatás Bilingual education
MT Bilingual education
NL Tweetalig onderwijs (‘tto’) CLIL
AT Bilingualer Sachfachunterricht CLIL
PL Nauczanie dwujęzyczne Bilingual teaching
SI Poučevanje nejezikovnih
predmetov v tujem jeziku
Teaching subjects other than
foreign languages in a language
other than the mother tongue
SK Bilingválne gymnasium Biliingual gymnasium
FI Kielikylpy Immersion (with functional
bilingualism aim)
SE Språk-och innehållsintegrerad
inlärning och undervisning
(SPRINT)
CLIL
UK - ENG CLIL and bilingual learning
NO Bilingval undervisning or
Guovttegielat oahpahus (Sami’s
term)
Bilingual teaching
BG Predmeti izutchavani na tchujd ezik Non-language disciplines (NLDs)
RO Învăţământ bilingv Bilingual education
Table 1Terms associated with the concept of CLIL (Eurydice, 2006: 65 - 66)
In its early stages, CLIL appeared in countries with political and administrative
problems, such as countries with several official languages, or with geographical problems
in border areas, or with demographic problems evident in minority communities. These first
countries in which CLIL began to be taught were Belgium, Luxemburg and Malta at the
beginning of the 20th century. Later, in the first half of the 21st century, CLIL started to be
expanded to other European countries such as Germany, Hungary, the Netherlands, Poland,
Slovenia, Slovakia and the United Kingdom. (Eurydice, 2006)
Comentado [MR16]: Eurydice has to appear in the list of references
Comentado [U17]: Shouldn’t it be 20th century? Please, check.
Comentado [U18]: Shouldn’t it be 21st century? Please, check.
Comentado [PQ19]: 21st century
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
9
Nowadays, CLIL provisions are not generally provided in six European countries,
particularly in Portugal, Greece and Denmark.
3.1.3. Types of CLIL
According to the adaptation and insertion of CLIL in classes, there is a quite obviously
difference into two major types of CLIL. A difference has been established between soft and
hard CLIL.
a. Soft or weak CLIL. Soft CLIL is language-driven. In this kind of CLIL, “the
integration of content and language is done through small “doses‟ of the non-
language area being presented in English” (Lauder, 2009: 1). Schools, where soft
CLIL is carried out, are characterised by teaching some topics as part of a
language course.
b. Hard or strong CLIL. Hard CLIL is content-driven.(Cain, 2013: 5.) (Lauder,
2009: 1) In hard CLIL, an important a part of the curriculum is learned through
the foreign language as it is implemented in schools where there are partial
immersion programmes.
Content – Driven (Hard) Language – Driven (Soft)
Total immersion > Partial Immersion > Subject Courses > Languages classes based on thematic units
> Languages classes with greater use of content
Image 3 Evolution from Hard to Soft CLIL (Ball, 2013:1)
There is a progression from Hard to Soft CLIL, and an intermediate area where Mid or
Comfortable CLIL is placed: “the mid version of CLIL is one where lesson subjects, or parts
of subjects, are taught via a foreign language with dual-focused aims, and where learning is
a combination of both language and content”(Cain, 2013: 6). In Mid CLIL, some subjects
are learnt through the foreign language during part of the lessons.
Comentado [MR21]: This author needs to be referenced
following academic conventions. Please, go to the list of references and make sure that you modify the reference.
Comentado [MR20]: Publication year: page number
Comentado [MR22]: See previous comment
Comentado [MR23]: See previous comment
Comentado [U24]: Page number.
Comentado [MR25]: See previous the comment.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
10
Table 2 Types and characteristics of CLIL (Bentley, 2010: 6)
I think that Hard CLIL may be the most useful type for students as it enables them to
have more contact with the foreign language. Although, on the other hand, Hard CLIL
requires a certain degree of familiarity or proficiency in the foreign language. Maybe, Hard
CLIL could be implemented in secondary or higher education, whereas, Soft and Mid CLIL
can be used as the starting point for younger learners.
Moreover, in the CLIL classroom students’ mother language and foreign language are
used to provide and promote a multiperspective, contrastive and integrated view of the
content. This approach entails a significant shift in the role of the mother tongue in language
learning, as in some approaches to foreign language teaching the exclusive use of the foreign
language is seen as mandatory (Otten and Wildhage, 2003).
Image 4 Representation of CLIL’s goals (Mehisto, et al. 2008: 12)
Type of
CLIL
Language/Subject
Balance
Time Context
Soft CLIL Language – Led 45 minutes once a
week
Some curricular topics are
taught during a language
course
Mid CLIL Subject – Led 15 hours during one
term (1 hour a week)
Schools or teachers choose
parts of the subject syllabus
which they teach in the
foreign language
Hard CLIL Subject – Led
(partial immersion)
About 50% of the
curriculum
About half of the
curriculum is taught in the
foreign language.
Comentado [MR26]: Sometimes you use a comma between the
author and the publication year (see Lasagabaster above). Sometimes you don’t. Decide which option you like best (I suggest you include
the comma). Please, revise the whole document.
Comentado [MR28]: This image has to be introduced. You also
need a caption with a title and the source from where you have
retrieved it.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
11
All CLIL types share three major elements: language, content and learning skills,
although each type is mainly focused on one of these three elements. It has previously been
argued that the dual focus of CLIL stems from the combination of content and language
learning. Research on CLIL has given rise to a triple focus concept, “whereby content and
language goals are pursued with a sophisticated understanding of student cognition, usually
referred to as thinking skills” (Marsh and Frigols, 2010: 3)
3.1.4. Benefits and Drawbacks of CLIL
Firstly, the major benefit of CLIL is its widespread implementation. In the past, only
affluent people could access to bilingual education but nowadays CLIL allows students to
have access bilingual education as it is carried out either in state or private schools (Bentley,
2010).
Another advantage is the acquisition of a second language. Learners are exposed to more
input in the second language because they need to use their foreign language to learn the
content of other subjects. (Bentley, 2010).
Using their foreign language in class, students get more contact, fluency and
communication practice in the foreign language. They have more chances to practise that
language.
Furthermore, CLIL introduces new concepts related to the culture(s) of the foreign
language such as social, economic and traditional events (Roadshow and Hafenstein, 2008).
CLIL also seems to motivate students to go on studying a second foreign language.
This methodology has the potential to change class behaviour and learners’ involvement
by fostering active participation. It promotes cooperative learning and students also take part
in the selection of themes and activities. Students learn a foreign language and the
information that they acquire is “interesting, useful and has a clear end goal” (Pavón
Vázquez and Rubio Alcalá, 2010: 47)
Comentado [MR27]: Are these your words? I think that you are
quoting literally. If so, acknowledge authorship. Add the page
number and include in brackets only the publication where the quotation is to be found.
Comentado [MR29]: You have already said this several times.
Comentado [MR30]: ‘Input’ is singular
Comentado [MR31]: Who says all this? This is plagiarism. Acknowledge authorship.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
12
Apart from the difference in the students’ roles in class, there is also a change regarding
teachers’ roles, given that collaboration is essential in CLIL programmes. Team teaching is
the act of collaboration between two teachers in the CLIL class (see Hibler, 2010). Team
teaching seems to benefit professional development and a supportive environment “by
working with another adult, teachers are less lonely (Robinson and Schaible, 1995: 45).
Muñoz (2002) offers an explanation for why CLIL tends to yield positive outcomes. The
key reasons include:
1. Learners benefit from higher quality teaching and from input that is meaningful
and understandable.
2. CLIL may strengthen learners’ ability to process input, which prepares them for
higher-level thinking skills, and enhances cognitive development.
3. In CLIL, literacy development takes place in the first language, which is
cognitively beneficial for the child. Later, literacy skills will transfer to the additional
languages.
4. In CLIL the learners’ affective filter may be lower than in other situations, for
learning takes place in a relatively anxiety-free environment.
5. Learners’ motivation to learn content through the foreign language may foster and
sustain motivation towards learning the foreign language itself. (Muñoz, 2002: 36)
However, CLIL has also been reported to have some drawbacks.
The first main disadvantage is students’ familiarity with the foreign language. In order
to acquire the new information, students need to be familiar with the additional language and
show some proficiency in it. However, as discussed above, learners tend to feel freer to make
mistakes than in foreign language classes (Roadshow and Hafenstein, 2008).
A further disadvantage is related to teacher training. CLIL forces teachers to master the
foreign language to a certain extent. That is the reason why, in many primary and secondary
schools, teachers need a B2 certificate so as to be able to teach in bilingual programmes.
(Roadshow and Hafenstein, 2008; Olivares Leyva and Pena Díaz, 2013).
Comentado [MR32]: This is not the kind of assertions (or
language) you would include in academic language.
Comentado [MR33]: There are more disadvantages. I invite you to look into them.
The most important one, which you have not mentioned, is teachers’
command of English, which in many cases, leaves a lot to be desired. The byproduct of this state of the art is that it also affects learners’
deficient command of English.
Please read about this and quote relevant authors.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
13
Probably, the most important drawback could be teachers’ command of English.
Teachers may enrol in special training courses to improve their English. However, in most
of these courses the major aims are the “study of the English grammatical and phonological
systems, with the emphasis on increasing the trainees’ understanding of how the language
operates, rather than their mastery in the use of it” (Cullen, 1994: 162). Teachers are more
concerned with linguistic factors than the ability of using English in real communication.
Moreover, some teachers are only exposed to English in the classroom when they interact
with their students. Besides, teachers’ confidence in the class can be affected by their low
command of English (Cullen, 1994)
3.1.5. CLIL teachers
In CLIL programmes, there are two main groups of teachers according to their
knowledge about the additional language. The first group comprises content teachers, who
have to show their level in the additional language. For instance, as English is the commonest
foreign language through which CLIL subjects are taught, teachers need at least a B2
certificate in order to be able to teach in this bilingual program. That is the reason why
specific training courses for prospective and in-service CLIL teachers are offered (Olivares
Leyva and Pena Díaz, 2013). The other group of teachers comprehends language assistants
and language teachers, who have an active participation in all CLIL programmes.
Due to the necessities of CLIL programmes, teachers have to work together in teams in
order to design the curriculum of CLIL subjects and they also work together to prepare
and/or implement CLIL classes. There are two different possibilities of teachers when they
work in teams. The most common type of collaboration is between language and content
teacher’s coordination. A second possibility involves the language assistant, who is a native
speaker of the additional language, and a language teacher or a content teacher (who are not
usually native speakers). (Méndez García and Pavón Vazquez, 2012; Hibler, 2010).
In the table below, a distinction is made between native speaker teachers and nonnative
speaker teachers according to three main characteristics: use of the English language, attitude
towards teaching and classroom practice. It is important to point out that both native speaker
teachers and nonnative speaker teachers have different strengths and weaknesses. When they
coordinate or co-teach in class, the result is beneficial for students.
Comentado [U34]: You do not add ‘see’ when you are
expressing who expresses a particular idea.
Comentado [MR35]: An academic text REQUIRES you to acknowledge references. You cannot write a whole section without including references. This is plagiarism. Furthermore, a section needs
to contain several (not just one or two) references.
Comentado [MR37]: To can teach! ‘Can’ is a modal verb. You
cannot have ‘to’ before ‘can’
Comentado [PQ38]: Is between
Comentado [MR39]: Revise the use of non-defining relative
sentences.
Comentado [MR40]: Introduce the table that appears below.
Comentado [MR41]: Who says all this? This is plagiarism. Acknowledge authorship.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
14
Table 3 Native and Nonnative teachers (adapted from Megyes 1994:27)
3.2. CLIL in the Spanish context: the example of Andalusia
This section explores CLIL in Spain. The first part consists in a general overview of
CLIL methodology in Spain. It deals with the differences between the autonomous regions,
the foreign languages used in CLIL and the different levels in which CLIL is developed. The
second section explicitly focuses on CLIL in Andalusia.
3.2.1. CLIL in Spain
CLIL in Spain is known as AICLE that stands for “Aprendizaje Integrado de Contenidos
y Lengua Extranjera”. In Spain, CLIL has been developed principally during the last decades
as “the result of a commitment with the European policies aimed at fostering multilingualism
and growing awareness of the need to learn foreign languages” (Lasagabaster and Zarobe,
2010: IX )
In Spain there are 17 autonomous regions plus the autonomous cities of Ceuta and
Melilla (located in Africa). In Spain, educational laws and decrees are issued both at national
and regional level. This is why there are diverse CLIL models for each region. These models
can be broadly classified into two groups (Lasagabaster and Zarobe, 2010):
Native Speaker Teachers Nonnative Speaker teachers
Use of the English
language Demonstrate high
confidence levels
Use “real” language
Lack of confidence in
L2
Use “book” language
Attitude towards
teaching Flexible
Innovative
Less empathetic
Less committed
Guided by syllabus
Cautious
More empathetic
More committed
Classroom practice Focus on fluency and
oral skills
Tolerate errors
Use of a variety
materials
Less use of L1
Employ pair/group
work
Focus on accuracy,
form, grammar written
and formal registers
Correct errors
Depend on bookwork
Use L1
Employ frontal work
Comentado [MR42]: Usually, the caption appears under the
tables or figures. Please, revise the document. Since I have taken the
tables/figures from the Appendices and I have included them in the
body of the text you also need to revise the numbers of each table or
figure.
Comentado [U43]: I have modified the title of some sections.
Please, revise all of them so that the titles in the body of the text
correspond to the titles in the table of contents.
Comentado [MR44]: Decade or decades? Please, check
Comentado [MR45]: Page number
Comentado [MR46]: Who says all this? This is plagiarism.
Acknowledge authorship.
María del Mar Pérez Crespo
CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW
15
In Monolingual regions, Spanish is the official language. So, CLIL lessons are taught
in Spanish and also in one (mainly) or two foreign languages, depending on the are.
In this group, we find autonomous regions such as Madrid, Andalusia, Extremadura,
or Murcia, to name but a few.
In Bilingual regions Spanish is likewise the official language, but there is also a co–
official regional language. Bilingual regions are autonomous communities such as
Valencia, Catalonia (Catalan is spoken in both), the Basque country (Basque) and
Galicia (Galician). The peculiarity of CLIL in these regions is that the curriculum is
taught in Spain and in the co–official regional language, plus one or two foreign
language.
In Bilingual regions in Spain, there were Spanish-Catalan, Spanish-Basque, or
Spanish-Galician bilingual programmes before the implementation of CLIL. So, in bilingual
regions there was already a bilingual context where students learnt through two languages
at school. Moreover, in these regions there is also a third language subject or even a fourth
one, which in both cases are foreign languages. The peculiarity of these programmes was
that students have been learning many subject, such as Science, Geography, the language
itself and its literature, in the co–official regional language (Lasagabaster and Zarobe, 2010).
CLIL programmes are funded by educational and political authorities and they are taught
mainly, although not exclusively, in state schools. At present, only two or three subjects of
the whole curriculum of an academic year in each level are taught in the foreign language.
So we can consider that CLIL in Spain belongs to the Mid CLIL type, although the Ministry
of Education intends to increase the number of subjects taught in CLIL programmes. The
subjects which are taught through CLIL are chiefly the Social Sciences, Natural Sciences,
Physical Education and Arts and Crafts ( Muñoz & Navés, 2007).
Comentado [MR47]: ‘That regions’????
Comentado [MR48]: Who says all this? This is plagiarism.
Acknowledge authorship.
Comentado [MR49]: Which number? Please, specify what you
are talking about
Comentado [MR50]: Who says all this? This is plagiarism.
Acknowledge authorship.
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By far, the commonest additional language is English. French is the second foreign
language taught in Spain though there are some regions (Aragón, Andalusia, Murcia and
Extremadura) where it can be the first foreign language. Besides, in other regions such as
Andalusia and Extremadura there also CLIL languages such as German, Italian or
Portuguese due, for example, to their geographical position (Lorenzo, 2010 and Muñoz and
Navés, 2007).
Bilingual or CLIL programmes in Spain are mostly implemented in compulsory
education. Therefore, institutions are now considering the convenience to continue
expanding these programmes into higher levels of educations such as universities. Spanish
universities are gradually implementing bilingual degrees. For example, the University of
Granada offers a bilingual degree in Primary Education, and the European University of
Madrid offers eleven degrees taught only in English and three bilingual degrees taught in
Spanish and English. Besides, it is important to underline that translation and English Studies
degrees are not considered bilingual degrees as they have always been taught in English
(García, 2013).
Like the University of Granada, there are other Spanish universities that offer Primary
and Pre–Primary education bilingual degrees as a way of prospective CLIL primary school
teachers. Moreover, the number of masters taught in a foreign language, mainly English, is
increasing. For instance, the University of Granada offers three masters in English and seven
bilingual, English and Spanish masters (García, 2013).
To sum up:
Spain is rapidly becoming one of the European leaders in CLIL practice and research. The
richness of its cultural and linguistic diversity has led to a wide variety of CLIL policies and
practices which provide us with many examples of CLIL in different stages of development
that are applicable to contexts both within and beyond Spain (Coyle, 2010: VIII)
3.2.2. The example of Andalusia
CLIL programmes are seen as “an innovative idea to promote the learning of foreign
languages in monolingual environments” (Méndez García and Pavón Vazquez, 2012: 2) as
it is the case of Andalusia.
Comentado [MR51]: What do you mean? Do you mean that
French is the second foreign language taught in Spain? Do you mean that French is the second most important CLIL language in Spain?
Comentado [MR52]: REally? Which ones? And who says this?
Comentado [MR53]: Which ones?
Comentado [MR54]: Is this what you mean?
Comentado [MR55]: What do you mean by ‘cultural references’.
Comentado [MR56]: What do you mean? What is the difference
between degrees in English and bilingual degrees?
Comentado [MR57]: Who says all this? This is plagiarism. Acknowledge authorship.
Comentado [MR58]: Who says all this? This is plagiarism.
Acknowledge authorship.
Comentado [U59]: Who has written this? You cannot have two references for a quotation. Please, leave only the real authors in the
brackets and add the page number. For example, (Snow and Brinton 1997: 14)
Comentado [U60]: I would leave this out. This does not belong here, but in the section where you speak about Andalusia as a
monolingual area (if you have included it).
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According to the previous classification of CLIL programmes in Spain, Andalusia is a
monolingual region whose official language is Spanish. It is an important region with
approximately eight million inhabitants and it has a similar size in comparison with some
countries of Europe such as Estonia, Greece and The Netherlands (Lorenzo, 2010).
One traditional characteristic of Andalusia is its monoglot mindset with Spanish as the
main language for all its population. However, in the 1990s due to some circumstances such
as immigration, tourism and Erasmus mobility for instance, a new plurilingual scenario
emerged. As the Statute of Autonomy of Andalusia affirms:
Andalusia is the compilation of a rich cultural resource representing the confluence of a
multiplicity of peoples and civilisations thereby providing a fine example of social inter-
relations through the centuries. The interculturality of practices, habits and ways of life
provides us with the profile of an Andalusian character based on non-exclusive universal
values (Andalusian Parliament: Autonomous Statutes of Andalusia, 2006:1, quoted by
Lorenzo, 2010: 3)
Even though there have been pilot CLIL programmes from the late 1990s, CLIL
programmes were not stablished until 2005, after the publication of Plan de fomento del
plurilingüismo (Junta de Andalucía, 2005: 27).
The number of schools involved in Content and Language Integrated Learning (CLIL)
programmes in Andalusia has grown exponentially: from 18 pilot French-Spanish and 8
German-Spanish programmes in 1998, to more than 694 primary and secondary schools in
2010: 90% English-Spanish, 8% French-Spanish and 2% German-Spanish programmes
(Segovia et al., 2010: 161, quoted by Méndez García, 2012: 2)
Indeed, these schools are called bilingual or CLIL institutions and offer CLIL
programmes in English, French or German, at all level of compulsory education. In Spain,
compulsory education includes from 6 to 16 years as primary schools cover from 6 to 12 and
secondary schools from 13 to 16. In these schools, CLIL programmes are taught at least
with in one class per level.
Comentado [MR61]: Who says all this? This is plagiarism.
Acknowledge authorship.
Comentado [MR62]: Please, copy and paste the table that appears in appendix 2 here. Introduce it and add the caption.
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In the following table, the characteristics of Andalusian CLIL programmes are presented:
Table 4 Distinctive feature of CLIL in Andalusia (Méndez García, 2014: 24)
Moreover, CLIL schools have to teach a minimum of one subject per level but most
schools teach three subjects. In primary schools, the main subject taught in this program is
Sciences while Social Sciences is the main subject taught in secondary schools. (Frigols
Martín, 2008)
The number of bilingual or CLIL schools has significantly increased during the last
decade in Andalusia and all over Spain. Although, CLIL programmes in Andalusia use the
foreign language only during a third of the whole teaching time of those subjects that belongs
to CLIL. So according to the previous classification of CLIL, Andalusian CLIL programmes
are examples of Mid CLIL where teachers teach more or less one hour per week of each
bilingual subject. However, this feature related with teaching time in the foreign language is
progressively growing (Méndez García, 2014).
In fact there is a research in Andalusia about learners’ opinions that indicates that CLIL
students are satisfied with bilingual programmes. They express their intention to go on
studying through CLIL and they know the possibility that learning a foreign language offers
in order to get a better job position in the future. Furthermore, students are more motivated
towards foreign language learning and drop-out rates seem to be ‘reasonably low’ (Frigols
Martín, 2008: 225, quoted by Méndez García, 2012: 198 ).
Number of disciplines taught
through CLIL
It is customary for schools to teach at least
three disciplines
CLIL groups per grade At least one group is offered
Languages of the programme Spanish – English/ French/ German
Language use Spanish is used in each CLIL subject together
with the foreign language of the programme
Teaching time allocated to the
language
Initially, at least a third of each subject is taught
in the foreign language. This percentage may
gradually increase
Teaching model Language and content teachers coordinate with
language assistants with whom content teachers
co – teach
Comentado [MR63]: Page number.
Comentado [MR64]: Who says all this? This is plagiarism.
Acknowledge authorship.
Comentado [MR66]: This is not the way to quote several authors
at the same time. You use:
;
Comentado [U65]: Page number.
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Throughout The Plan (Junta de Andalucia, 2005), students have a powerful tool which
helps them to go through their mother tongue, their culture and other cultures and where
teachers have a main role as linkers between students’ own culture and the foreign culture.
Besides, having access to foreign languages, also helps “individuals to become aware of the
relativity of their own way of thinking, making them reject stereotypes and be more tolerant,
and fostering respect for other people’s personal and cultural diversity” (Méndez García,
2012: 198).
4. CLIL in Jaén: A need analysis study
4.1 Introduction and contextualisation
As it has previously been discussed, CLIL methodology is part of mainstream education
nowadays. That is the main reason why I have decided to conduct a study on CLIL in Jaen.
The major aim of this study is to discover the necessities of teachers involved in CLIL. With
this purpose, I have designed a survey with several questions mainly related to available
material, teachers’ needs when it comes to preparing their lessons and their opinion about
the CLIL project.
The survey was addressed to secondary school teachers involved in CLIL projects in the
province of Jaén. It was answered by different high schools teachers working inAndújar,
Baeza, Bailén, Martos and Jaén. The IES Jándula, IES Virgen de la Cabeza, SAFA Andújar,
and Colegio Madre del Divino Pastor are the high schools that participated in the study in
Andújar. In Baeza, teachers from the IES Andrés de Vandelvira and IES Santísima Trinidad
answered the survery. Moreover, the IES María Bellido and IES Hermanos Medina Rivilla
in Bailén, the IES San Felipe Neri in Martos and the IES Auringis, IES Virgen del Carmen
and IES Jabalcuz in Jaén took part in the study.
This survey allows to enquire into teachers’ opinions about CLIL projects. It is important
to highlight that each secondary school implements CLIL in a slightly different way.
Nevertheless, this survey analyses general features that affect all type of CLIL projects.
Comentado [MR67]: Page number
Comentado [PQ68]: Jaén
Comentado [PQ69]: Need or needS
Comentado [U70]: Specify the towns/cities. Add also the name
of the schools.
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This survey was available on the internet through Google Forms from the 5th to the 30th
of June 2015. At the end of this period 39 responses were received. The survey was delivered
in Spanish, the mother tongue of the teachers.
After designing the survey and making it available via Google Forms, I contacted several
secondary schools by email. They were either state or private schools in the whole province
of Jaen. Moreover, as I live in Andújar I went to the several secondary schools there where
I left a printed version of the survey for their CLIL teachers.
As specified above, the survey was completed by 39 respondents, 21 men and 18
women. The age of the participants ranged from 35 to 45 years old.
Image 5 Gender of the informants
Around one third of the survey was answered by secondary teachers of Andújar. These
teachers work mainly in four secondary schools: IES Jándula, IES Virgen de la Cabeza,
Sagrada Familia and Colegio Madre del Divino Pastor. The first two institutions are state
schools where compulsory secondary education and Bachillerato are taught, whereas the
latter are private schools which offer primary and secondary education.
I have also received emails with the completed survey from different secondary schools:
IES Auringis, which is located in the city of Jaen. In some of the emails I received, teachers
who answered the survey also expressed their concern with the main topic of the survey.
They said that the results of this survey can be helpful for teachers to improve their CLIL
lessons and also to make some changes in their future CLIL classes.
54%46% MEN
WOMEN
Comentado [U71]: You have to say whether the survey was delivered in English or in Spanish
Comentado [U72]: Please, copy and paste the section on ‘contextualisation here.
Comentado [U73]: Explain where the other surveys come from.
Only Auringis is mentioned below
Comentado [U74]: Did he/she complete the survey? Maybe I
have misunderstood you.
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4.2. Limitations of the study
It is important, however, to consider the limitations of this study. An important
disadvantage was the limited time that teachers had to answer the survey. A second factor is
the time when the survey was made available at the end of the academic year, a busy period
for teachers. Thirdly, it is possible that if the survey had been available during a longer period
more responses would have been received. Last but not least, due to time constraints, not
many schools could be contacted, and a considerable number of the responses belong to
Andújar secondary schools.
Another possible limitation might be the language of the CLIL programmes. Only one
out of the 39 surveys was given by a teacher whose secondary school offers CLIL in French.
The rest of the answers were provided by teachers from secondary schools with CLIL
courses in English.
Image 6 Foreign languages of the CLIL programmes
In spite of these constraints I consider that this study is a good starting point to evaluate
how these projects are carried out, what teachers’ necessities are and what teachers consider
that needs to be improved.
97%
3%
ENGLISH
FRENCH
Comentado [U75]: 39 surveys are not enough to make the Junta question CLIL.
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4.3 Objectives
The main aim of this study is to look into teachers’ opinions about CLIL projects.
Teachers have a key role in these projects as they are in charge of devising and implementing
them. Hence their conclusions about these projects may help improve CLIL tuition. That is
the reason why I decided to conduct need analysis research on some major elements such as
students, materials or teacher cooperation.
This study has the following goal
1. To study how teachers view CLIL programmes.
4.4. Research tool
In order to fulfill these general and specific objectives the following guiding questions
were established:
- What do you think about the number of hours allocated to CLIL?
- How can students access CLIL programmes?
- What do you think about students’ mastery of the foreign language?
- Do you use the mother language of your students in class?
- What do you think about the material available for your subject?
- How do you prepare your classes?
- What do you think about teachers’ proficiency in the foreign language?
- What is your general opinion of CLIL programmes?
Those previous questions were used as the basis to create the final survey that informants
completed on internet. In order to make the survey quicker and faster for them to answer, I
decided to make different types of questions. Some questions where formulated as Likert-
scale items, other questions were open-ended, and in other where multiple choice questions.
The survey used was the following:
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Image 7 Survey part 1
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Image 8 Survey part 2
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Image 9 Survey part 3
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Image 10 Survey part 4
4.4 Results and Discussions
The presentation of the results obtained in the survey has been arranged according to the
following themes: subjects taught through CLIL, students, teachers, materials, languages and
general opinion, which are the key topics of the survey.
Subjects taught through CLIL
In the survey, teachers were asked to choose from a list of possible subjects. The
following image shows the subjects taught in CLIL programmes. The most widely taught
subject is Natural Science (12 respondents). Further relevant subjects are Physics and
Chemist (10), Technology (9) and Social Sciences (8).
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Image 11 Subjects taught in CLIL programmes
None of the respondents teaches Economy (0), only 1 teaches French, 2 teach Spanish
and 3 Geography and History. A relevant piece of data is that each teacher teaches an average
of 1 to 3 subjects in bilingual programmes.
As to teachers’ opinion about the number of subjects taught in CLIL programmes, the
graph below indicates that the majority of teacher (43, 6%) think that the number of subject
taught through CILI is well-balanced.
Image 12 Teachers’ opinions about the subjects taught in CLIL programmes
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The last feature related with subjects is the time allocated to teaching through the foreign
language. Although 41% (16) of teachers consider that it is enough, 41% (8 + 8) thinks that
it is more than enough.
Image 13 Teaching time allocated to in CLIL programmes
Students
Firstly it is important to know how students access CLIL projects. In the image below,
it is evident that most (61, 5%) students access CLIL programmes at their own request.
However, it is relevant to highlight that in the ‘other’ option, 8 out of the 9 teachers who
chose this option state that students participate in their CLIL projects because it is
compulsory in their high schools.
Image 14 Students’ access to the CLIL programmes
A further important topic is students’ level of the foreign language of the CLIL
programme. Most teachers (46, 2%) believe that their students’ level is enough. Although,
23, 1% of them feel that their students’ command of the foreign language is not enough.
Interestingly, 20, 5% believe than their students’ command of the foreign language is more
than enough.
Comentado [U76]: What do you mean?
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Image 15 Majority of students’ level in CLIL programmes
As to the groups involved in bilingual courses, almost the majority of the informants
(46, 2%) thinks that there are enough groups. Here, it is significant to mention that 8 out of
the 18 informants who chose this option belong to high schools where CLIL courses are
compulsory for all students.
Image 16 Number of groups in CLIL programmes
The number of students per class is the final element in this section. Some teachers (15)
believe that the number of students in each class is excessive while other respondents (11)
believe that it is well-balanced.
Image 17 Number of students per class in CLIL programmes
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Teachers
This part deals with teachers’ role in CLIL programmes as it is paramount to know
what they think about themselves and their colleagues.
This following graph displays that most teachers who filled in the survey are content
teachers (26), language teachers (11) are also significant, whereas only 2 language assistants
completed the survey.
Image 18 Type of teachers
I was interested in knowing teachers’ opinions about their colleagues’ command of the
additional language. Ideally, teachers need at least a B2 level to take part in these projects.
Most informants believe that their colleagues’ level enough (15) or even almost adequate
(15).
Image 19 Majority of teachers' level in CLIL programmes
Moreover, they were asked what they believe about teachers’ preparation for teaching
in CLIL programmes because being able to teach in a foreign language is different to teach
through CLIL. In the following graph half the respondents (17) believe that they are almost
adequately prepared.
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Image 20 Teachers’ preparation for teaching in CLIL programmes
Materials
CLIL methodology has been recently implemented in education. Hence the available
materials may be limited. A variety of answers is provided in this respect. Almost half the
respondents (18) believe that the CLIL resources available for them are scarce, whereas 9
think that materials available are enough or even 12 uphold that they are almost adequate or
adequate.
Image 11 Available material for CLIL programmes
The following question was about the existence of publishing houses that market CLIL
materials. 12 respondents point out that they know very few publishing houses that market
CLIL materials, whereas only 2 informants think that the number of publishing houses
marketing CLIL material is adequate.
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Image 22 Publishing houses
It is also relevant to look into the materials teachers use for their classes. Almost all
informants, 36 out of 39, prepare their own additional materials for their classes. The second
most popular answer is searching for extra material on the internet (28). Textbooks either in
students’ mother tongue (15) or in the additional language (15) are also widely used.
Image 24 Type of material used in CLIL classes
Teachers were also asked the way they prepare their own material. 32 informants prepare
their classes and material alone. However, some of them also work with other teachers of
their department or teachers of other subjects. Interestingly, one informant said that s/he
prepared materials with a group of other teachers from different high schools. In that case,
it was a group of mathematic teachers. Another informant commented that all teachers of the
CLIL programmes met and prepared materials for all CLIL classes.
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Image 24 Preparation of CLIL materials
Language
A relevant aspect is whether teachers use only the foreign language or if they use both,
the foreign language and students’ mother tongue. English is the most common foreign
language used in CLIL programmes in the province of Jaen (38). There is only one informant
who teaches CLIL in French
Image 25 Foreign languages of the CLIL programmes
As regards the use of students’ mother tongue 34 of our informants use it while 5 of
them state that they do not use it.
Image 26 Use of students’ mother tongue in CLIL lessons?
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On one hand, the informants who use it gave different reasons. One teacher said:
“Speaking in English during the whole class catches students’ attention”. Some informants
use the following technique: they explain half of the class in English and, afterwards, they
explain it again in Spanish to avoid misunderstandings. Another teacher stated that “it is
important to use English whenever it is possible and the mother tongue whenever it is
necessary”. A further opinion about the use of languages in the CLIL lesson is that “When
gestures are useless to explain the meaning of words or of some grammatical structures, it is
necessary to translate and explain them”. Many informants agree that the level of the
students is not completely adequate to use the foreign language during the whole class.
On the other hand, the informants who do not use students’ mother tongue said that “it
is mandatory in their bilingual programmes to avoid the use of the mother tongue” or that
“there is 100% immersion, so we hardly ever use the mother tongue”. Further opinions are:
“I am a technology teacher and it is not necessary to use the mother tongue to explain some
words as we use technical words with are the same in English and Spanish” or “Classes with
CLIL students are completely in English”.
In conclusion, it is reasonable to think that a good way to introduce the foreign language
would be progressively: the mother tongue could be used in the lower levels, whereas the
role of the foreign language and learners’ exposure to it is increased in time.
General opinion
The last part looks into teachers’ general opinion about CLIL programmes, the last
question of the survey. There are several opinions about the topic although all teachers agree
that it is a great opportunity for students. They also think that the programme needs some
changes: “the programme offers many opportunities, but there are still many things to
improve” or “I think this methodology is gradually improving and it still needs more time.”
The majority of teachers relate CLIL programmes with political issues: “In Andalusia,
bilingual projects are used as political propaganda without any institutional supports” and
“It is a kind of medal that politicians wanted to win in education without taking care of the
implementation of the programmes, as they did not invest in teacher training and and
materials. CLIL implementation depends on teachers’ willingness.
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Others coincide that there is little institutional support: “It is very ambitious project but
without resources”. Moreover, another informant thinks “It is an outright failure as there is
neither training nor resources. There is no reward for CLIL teachers. Moreover, their efforts
are not valued even though they go to English classes and they spend many hours preparing
materials”
Moreover, teachers’ opinions also related to students. In terms of their participation, they
think that “students with a low level n the foreign language should not be forced to participate
in bilingual courses”. According to learners’ willingness to learn in the classes, one said “It
is a good idea but it has some basic limitations. The principal pitfall is the low predisposition
of students for learning subjects in other languages. In fact, most of them leave without
answering the questions put in English in the exam”. Other opinions were about students’
level, “students who do not meet a minimum requirement in terms of their command of
English and do not have any interest too should not be included in these programmes”.
No wonder some teachers are disappointed with their role in these programmes.
“Teachers are well-qualified and motivated and they spend their time and money in training.
Nevertheless, educational institutions are cutting down the resources invested in CLIL
programmes and they mainly want results. Hence, all these factors lead to teachers’
demotivation”
On the one hand, there are positive opinions of this new methodology. “From my point
of view, it is a necessary project that helps to naturalize English use and the development of
linguistics capabilities. Besides, it might be improved”; “It is a positive method if teachers
find a right balance between the use of English and the development of the subject. I think
it is a useful way to enrich classes”; “Students get a better level and maturity. All of them
obtain a good level in the foreign language even though they came from no bilingual primary
schools. However, it is important to make some institutional changes”; “The program is very
useful for students but teachers need more resources to make a good job such as training”.
Comentado [U77]: The use of Eglish needs to be revised here.
Comentado [PQ78]: Try using the passive: Students … should not be included
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On the other hand, there were some informants that have a negative opinion of CLIL:
“Bilingual programmes do not work well in all secondary schools. There are some high
schools, such as the school I work for, where students come from primary education with a
very poor level of English. Furthermore, there are some bilingual subjects where teachers
only speak in Spanish. They only use English to do some activities”; “This is a falsehood
because classes are not taught completely in English and students do not learn English.
Selectividad should be in English and it is a good way to check the real level of students”
4.5 Conclusion
As a conclusion of this investigation about CLIL programmes in Jaen, I would like to
comment the fact that teachers are not completely satisfied with the way CLIL programmes
are being implemented. They feel an extra pressure as they spend plenty of time learning the
foreign language and preparing materials. They need to put an extra amount of time and
energy to carry out these projects and they feel that their efforts are not being rewarded.
Secondary schools seem to need further institutional support.
Nonetheless, there is also a positive overview about CLIL programmes. Most of our
informants claim that CLIL programmes have the potential to allow changes to be
incorporated into education. Furthermore, it is relevant to underline the advantages of CLIL:
“Bilingual students finish their education with a higher level of English. Moreover, the
number of bilingual subjects is increasing every year”.
5. Conclusion
The main objective of this project was to study how in-service teachers view CLIL
programmes. In order to achieve that objective, CLIL methodology has been analysed from
a theoretical and practical perspective
The results obtained in the survey help fulfill the major objective set at the beginning of
the study, looking into CLIL programmes and CLIL teachers’ opinion about this new
approach. Nevertheless, the 39 responses gathered show only a limited vision and opinion
of CLIL teachers. It would be desirable to complement this study by conducting a similar
survey with a larger number of subjects in the future.
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6. References
Ball, P. (2013). How do you know if you're practising CLIL? Macmillan. Retrieved May 1,
2015 from http://www.onestopenglish.com/clil/methodology/articles/
Bentley, K. (2010). The TKT(teaching knowledge test) Course: CLIL, Content and language
integrated learning module (Vol. 3). Cambridge: New York. Retrieved May 1, 2015
from https://books.google.com/books?id=_dxaUFvv3vAC&pgis=1
Bilingual Education Programmes in Canada. (n.d.). Retrieved May 1, 2015, from
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