CLIL Training Itinerary

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaLa formació del professorat AICLE promoguda pel Departament d'Educació s'emmarca dins del Pla Experimental de Llengües Estrangeres (PELE), tant a primària com a secundària. En general, a primària, el professorat AICLE és especialista d'anglès, mentre que a secundària, el professorat AICLE ho és d'una matèria no lingüística. Els requisits lingüístics del professorat no especialista, per a poder sol·licitar un projecte, és estar en possessió del nivell B2

Effects of Content and Language Integrated Learning (CLIL) Training Program on Thai Pre-Service Teachers’ Knowledge of CLIL Approach, CLIL Material Design, and CLIL Teaching

The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers

CLIL training guide: creating a CLIL learning community in higher education

The ReCLes.pt CLIL Training Guide presents the theoretical and practical basis for the creation of a CLIL Learning Community of foreign language teachers and subject teachers with the topics organized across four chapters. In Chapter 1, the objectives and structuring of the ten hours of sessions and the learning outcomes are presented with an introduction to CLIL design in higher education (HE), forms of interdisciplinary cooperation/collaboration, and a number of models for classroom management. Chapter 2 provides enriching material to help teachers bett er understand the principles of a CLIL Learning Community and CLIL itself, including interactive and student-centered methodologies, a focus on oral interaction and critical dialogue, suggested activities, and the key points for organizing a successful CLIL module. In Chapter 3, on CLIL materials and resources, sections cover the defi nition and examples of scaff olding and activating prior knowledge as well as the selection and adaptation of scaff olding materials, including the use of electronic media and a terminology-based approach. The proposed terminology-based approach focuses on the collection, description, processing, and systematic representation of concepts and their designations. As such, the use of terminology can become a key construct in CLIL teaching, involving the search, production, use, and dissemination of information. International organizations, networks, and multinational professional communities are involved in these steps within the global communication process, providing real motivation for students participating in the CLIL learning process. The final chapter …Livro Financiado por FCT no âmbito do programa ‘Partilha e Divulgação de Experiências em Inovação Didática no Ensino Superior Português’info:eu-repo/semantics/publishedVersio

The Effect of CLIL Training on Turkish EFL Pre-service Teachers’ Self-efficacy Beliefs and Attitudes towards CLIL

This study aims to investigate the effect of content and language integrated learning (CLIL) training on Turkish EFL pre-service teachers’ self-efficacy beliefs and their attitudes towards CLIL. For this purpose, a group of 28 Turkish pre-service language teachers was trained on CLIL, its theoretical background, aims, principles, strategies for planning and teaching lessons. The data collection tools included a teacher selfefficacy scale, a questionnaire of attitudes and experiences in CLIL, and semistructured interviews. The participants completed pre-tests and post-tests of teacher self-efficacy scale in order to measure the effect of training on their self-efficacy beliefs. Moreover, the participants’ attitudes towards CLIL were explored through the attitudes questionnaire and semi-structured face-to-face interviews. The findings revealed that the introductory CLIL teacher training had a statistically significant effect on selfefficacy beliefs of Turkish EFL pre-service teachers. The participants’ attitudes towards CLIL turned out to be positive as well.Q

CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review

This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks./nThe 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews./nclil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being learner-centred, with a large use of icts and online tools, as its implementation through a new pedagogy and modern teaching strategies, such as flipped-classroom and task-based. This is the theoretical starting point of the different actions and policies set up in the countries to train teachers for clil. But the results of this review, which draw the characteristics to take into account to train future clil teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation. Concerning this latter, from the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling.Esta revisión sistemática de la literatura tiene como primer objetivo destacar las carencias y sugerencias y/o buenas prácticas en la formación de docentes aicle (aprendizaje integrado de contenidos y lenguas extranjeras), a fin de contribuir al diseño de una formación específica óptima para los profesores de aicle. Se ha llevado a cabo por medio del análisis de 39 documentos analizados, que presentan investigaciones y prácticas provenientes de casi todos los países europeos, y que han sido obtenidos en Scopus, Educational Resources Information Centre (eric), ScienceDirect y en parte Google Scholar, por medio de búsquedas iniciales con el descriptor «clil teacher training» y un proceso de selección posterior./nEl aicle es un enfoque complejo que involucra muchos aspectos que deben considerarse. Resulta tan atractivo para los estudiantes como exigente para los profesores, pues se centra en el alumno, con un gran uso de las tic y de las herramientas en línea, y también por su implementación a través de una nueva pedagogía y asociado a unas estrategias de enseñanza innovadoras. Este es el punto de partida teórico de las diferentes acciones y políticas establecidas en los países para capacitar a docentes para aicle./nSin embargo, los resultados, que orientan la capacitación de los futuros profesores de aicle, subrayan la necesidad de formación inicial docente específica previa al ejercicio profesional, hasta ahora generalmente ignorada a favor de la formación permanente. Con respecto a esto último, de los interesados ​​se sugiere una actualización continua en el método aicle y en la investigación universitaria; mayor colaboración con colegas, especialmente la telecolaboración, que puede ser la respuesta a la necesidad de actualizar aicle y compartir buenas prácticas; por último, pero no menos importante, una mayor preparación pedagógica y gestión de las tic, porque aicle tiene como objetivo la innovación educativa en la escuela

The State of the ReCLes. pt CLIL training project

Content and Language Integrated Learning (CLIL), an area that has only recently been more thoroughly explored for appropriate use at higher levels of education, has been one of the research areas identified by the Association of Language Centers in Higher Education in Portugal (ReCLes.pt). ReCLes.pt members – administration and research professors are striving to make a difference in the paucity of scientific publications in this area with the creation of their national program for training content teachers in Portuguese higher education. To best learn from each other in a collaborative network and apply well-informed teaching and learning methodology to English-taught classrooms, the underlying concepts range from classroom management and scaffolding to learner autonomy and from Web 2.0 tools to terminology-based learning. As an update of the current state of the art as interpreted in this project, the outreach and reception will be described in full with attention to some detailed examples of the more successful aspects as well as others where we have found room for improvement. Recommendations will be made for other networks and individual schools aiming to effectively prepare their students for the market by using an integrated approach to content and language learning. This paper reports on the current state of the ongoing ReCLes.pt CLIL Training Project, financed in part by the FCT (the Portuguese Foundation for Science and Technology), with project members from a number of universities and polytechnics across Portugal.info:eu-repo/semantics/publishedVersio

The State of the ReCLes. pt CLIL training project

Content and Language Integrated Learning (CLIL), an area that has only recently been more thoroughly explored for appropriate use at higher levels of education, has been one of the research areas identified by the Association of Language Centers in Higher Education in Portugal (ReCLes.pt). ReCLes.pt members – administration and research professors are striving to make a difference in the paucity of scientific publications in this area with the creation of their national program for training content teachers in Portuguese higher education. To best learn from each other in a collaborative network and apply well-informed teaching and learning methodology to English-taught classrooms, the underlying concepts range from classroom management and scaffolding to learner autonomy and from Web 2.0 tools to terminology-based learning. As an update of the current state of the art as interpreted in this project, the outreach and reception will be described in full with attention to some detailed examples of the more successful aspects as well as others where we have found room for improvement. Recommendations will be made for other networks and individual schools aiming to effectively prepare their students for the market by using an integrated approach to content and language learning. This paper reports on the current state of the ongoing ReCLes.pt CLIL Training Project, financed in part by the FCT (the Portuguese Foundation for Science and Technology), with project members from a number of universities and polytechnics across Portugal.info:eu-repo/semantics/publishedVersio

Enhancing Bilingualism Processes in Elementary School Self-Contained Teachers through Content and Language Integrated Learning Training

Figuras, tablasResumen Este estudio de caso explicativo tiene como objetivo describir cómo la formación en aprendizaje integrado de contenidos y lenguas (CLIL) es una forma de apoyar el bilingüismo en los profesores integrales de primaria. De modo que se describe la eficacia de investigar la formación CLIL para mejorar los procesos de bilingüismo en docentes integrales de primaria mientras se obtienen datos de una entrevista de grupo focal, artefactos y notas de campo. Las técnicas de recolección de datos se aplicaron a 6 docentes integrales de primaria de un colegio nacional bilingüe en Bogotá. El grupo fue seleccionado como muestra de docentes que tienen la oportunidad de ser capacitados por el coordinador de bilingüismo. Para analizar los datos, fue necesario codificarlos para obtener patrones y similitudes. Los resultados han demostrado que los docentes que laboran en una institución nacional bilingüe necesitan conocer las normas y requisitos para comprender lo que se espera de ellos. Además, cuando se enseña contenido a través de un idioma extranjero, es necesario ser consciente de hechos como la adquisición del idioma, la información que se enseña y la conciencia del idioma para lograr los objetivos de aprendizaje y enseñanza. Para mayor discusión, este estudio expone la importancia de la formación de los docentes desde el inicio de su contratación para apoyar los procesos de bilingüismo en cualquier nivel, teniendo en cuenta que los docentes deben estar empoderados y conscientes de la importancia de la formación en el desempeño de su papel como docentes. Palabras clave: CLIL, bilingüismo, docentes autónomos, desarrollo profesional, conciencia lingüística, metacognición, formación, normativa escolar.Abstract This explanatory case study aims at describing how content and language-integrated learning (CLIL) training is a way to support bilingualism in self-contained teachers at elementary school. So that the effectiveness of researching CLIL training to enhance bilingualism processes in self-contained elementary school teachers is described while getting data from a focus group interview, artifacts and field notes. The data collection techniques were applied to 6 self-contained female teachers at the elementary branch of a bilingual national school in Bogota. The group was selected as a sample from teachers who have the chance to be trained by the bilingualism coordinator. To analyze the data, it was necessary to code it to get patterns and similarities. The results have shown that teachers who work in a bilingual national institution need to know the regulations and requirements to comprehend what they are expected to do. Besides, when teaching content through a foreign language one needs to be aware of facts such as language acquisition, input and language awareness to achieve learning and teaching goals. For further discussion, this study exposes the importance of teachers training at the very beginning of hiring them to support bilingualism processes at any level keep in mind that teachers should be empowered and aware of the importance of training while playing their role as teachers. Keywords: CLIL, bilingualism, self-contained teachers, professional development, language awareness, metacognition, training, school regulations

¿Están preparados los docentes de lengua extranjera en formación inicial para AICLE en Cataluña? Un análisis de necesidades desde la perspectiva de los agentes implicados

Content and Language Integrated Learning (CLIL) is an educational approach that has been fostered as a way to increase students’ foreign language competence. However, its implementation has not always come along with the sufficient teacher training. This study aims to examine CLIL teachers’ competences and identify what training needs preservice language teachers have towards these competences. The participants of this study are pre-service primary and secondary foreign language teachers (n=44), CLIL teacher trainers, inspectors and CLIL coordinators (n=18). Peacock’s (2009) questionnaire is used to analyse pre-service teachers’ training needs towards language, self-reflection, methodological and classroom management competences. A semi-structured interview is used to elicit stake-holders’ perceptions towards CLIL teachers’ competences and training needs. The quantitative data shows that stakeholders believe that language, methodological and classroom management competences are equally necessary for a CLIL teacher. Apart from the initial domains analysed, participants consider that content knowledge and teamwork, interschool collaboration and material development competences are also relevant. In addition, training needs relative to these competences are found. However, considerable deep training needs for methodology and foreign language competence are identified. The findings have implications for CLIL teacher education.El Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) es un enfoque educativo que pretende desarrollar la competencia lingüística en una lengua extranjera del alumnado. No obstante, su implementación no siempre ha ido acompañada de la suficiente formación docente. Este estudio examina las competencias de los docentes AICLE e identifica las necesidades de formación que los docentes de lengua extranjera en formación inicial tienen respecto a estas competencias. Los participantes son docentes de lenguas extranjeras de primaria y secundaria en formación inicial (n=44), formadores AICLE, inspectores y coordinadores AICLE (n=18). Las necesidades de formación de los estudiantes respecto a la competencia comunicativa, de autorreflexión, metodológica y de gestión del aula se han estudiado con el cuestonario de Peacock (2009). Se ha utilizado una entrevista semiestructurada para comprender las necesidades de formación identificadas. Los participantes consideran que la competencia comunicativa, la metodológica y la de gestión del aula son igualmente necesarias para un docente AICLE. Asimismo, los participantes consideran que el conocimiento del contenido y las competencias de trabajo en equipo, colaboración interescolar y de desarrollo de materiales son también relevantes. Se identifican necesidades de formación para todas las competencias siendo las más destacadas la competencia metodológica y la comunicativa