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Relevant bibliographies by topics / CLIL teachers training

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Academic literature on the topic 'CLIL teachers training'

Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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Journal articles on the topic "CLIL teachers training"

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Pons Seguí, Laura. "Are Pre-Service Foreign Language Teachers Ready for CLIL in Catalonia? A Needs Analysis from Stakeholders’ Perspective." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 33 (January 31, 2020): 279–95. http://dx.doi.org/10.30827/portalin.vi33.26662.

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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 u

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Tachaiyaphum, Nutthida, and Apisak Sukying. "EFL Pre-Service Teachers’ Perceptions of CLIL." Asian Education Studies 2, no. 4 (2017): 44. http://dx.doi.org/10.20849/aes.v2i4.283.

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This study aims to investigate EFL pre-service teachers’ perceptions of CLIL concerning what CLIL is, what CLIL provides, what CLIL requires, who should implement CLIL, and where CLIL teachers should be trained. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after the introduction of CLIL. The findings revealed that most of the participants knew the notion of CLIL as they had taken the teacher training course. The majority of the participants viewed that CLIL provided the oppor

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Contero Urgal, Candela. "Enhancing the implementation of bilingual education at university through practice: Analysis of CLIL trial lessons by an ESP teacher." PAROLE: Journal of Linguistics and Education 10, no. 1 (2020): 46–61. http://dx.doi.org/10.14710/parole.v10i1.46-61.

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University teacher training specialised in bilingual education is spreading around Spanish universities. Particularly in Andalusia, where our research originates, universities are searching for systematised methods to train their future bilingual teachers in Content and Language Integrated Learning (CLIL). This paper presents the case of the University of Cadiz, where this study was carried out. This university followed a new training formula led by an ESP (English for Specific Purposes) teacher who performed the role of CLIL teacher trainer. Based on AUTHOR’s (2017) description of the aforesa

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Custodio Espinar, Magdalena. "¿Están los docentes habilitados/acreditados igualmente formados para enseñar AICLE? La paradoja del docente AICLE." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 33 (January 31, 2020): 9–25. http://dx.doi.org/10.30827/portalin.vi33.18113.

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Content and Language Integrated Learning (CLIL) is a challenging and demanding teaching approach; despite this, in Spain, linguistic competence is the only criterion considered by most bilingual programmes to enable teachers to teach CLIL. This article reports on a quantitative study into the impact that the different accreditation processes carried out by the administration, the inservice training received by CLIL teachers and their English proficiency, have on inservice CLIL teachers’ competences for CLIL. An ad hoc instrument was created to measure the level of integration of the CLIL metho

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Pons Seguí, Laura. "Qualitative meta-analysis on the training needs reported by in-service CLIL teachers." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 1 (2019): 277–303. http://dx.doi.org/10.1075/resla.17020.pon.

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Abstract This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The results reveal that CLIL teachers have considerable training needs for foreign language and methodological competences regardless of their previous training and experience. However, previous training and experience as CLIL teachers may explain so

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Zhetpisbayeva, B., D. Dyakov, S. Shunkeyeva, and G. Khamitova. "The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (2021): 188–94. http://dx.doi.org/10.31489/2021ped2/188-194.

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This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers

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Bárcena Toyos, Patricia. "Teacher Identity in CLIL: A Case Study of Two In-service Teachers." Latin American Journal of Content & Language Integrated Learning 15, no. 1 (2022): 1–23. http://dx.doi.org/10.5294/laclil.2022.15.1.6.

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The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers negotiate their existing teacher identities in a CLIL environment and how they exercise those identities in the classroom. The study adopts a qualitative case study methodology using interviews and questionnaires. Findings show that the way teachers

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McDougald, Jermaine S., and Daniel Pissarello. "Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program." Íkala 25, no. 2 (2020): 353–72. http://dx.doi.org/10.17533/udea.ikala.v25n02a03.

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This mixed-methods study investigated perceptions and knowledge about content and language integrated learning (CLIL) and bilingual education. Data were collected using surveys, questionnaires and semi-structured interviews from 26 content-based teachers in Valledupar, Colombia, before and after their participation in an online training program. Findings revealed that teamwork and administrative support are crucial factors for a successful CLIL implementation. However, results also showed that teachers knew very little about the CLIL approach, although they claimed to have been using it at the

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Porcedda, Maria Elisabetta, and Juan González-Martínez. "CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review." Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 38, no. 1 (2020): 49–68. http://dx.doi.org/10.14201/et20203814968.

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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. The 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

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Custodio-Espinar, Magdalena. "Influencing Factors on In-Service Teachers’ Competence in Planning CLIL." Latin American Journal of Content & Language Integrated Learning 12, no. 2 (2020): 207–41. http://dx.doi.org/10.5294/laclil.2019.12.2.2.

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In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are

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Dissertations / Theses on the topic "CLIL teachers training"

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MENCARELLI, ALESSANDRO. "ACADEMIC LANGUAGE FUNCTIONS IN CLIL DISCOURSE: A CLASSROOM BASED RESEARCH." Doctoral thesis, Università degli Studi di Milano, 2018. http://hdl.handle.net/2434/546842.

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David Marsh (1994) refers to content and language integrated learning (CLIL) as “situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language”. Nowadays, CLIL is implemented in a wide variety of educational contexts all over Europe, thus becoming the approach that best provides opportunities for effective second language learning (Lyster 2007). In this new CLIL scenario Italy represents a vanguard. The Reform of the Italian secondary school system (2010) made th

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Leijon, Sofi. "Content and Language Integrated Learning in Sweden : A report of the experiences of teachers who teach in an International Baccalaureate program and a standard program." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60166.

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This essay has been carried out with the purpose of investigating the differences between teaching in a CLIL program and in a standard program. The results of this research are based on the perceptions of five teachers working in both programs. These teachers participated in a semi-structured group interview where they were asked questions and were given the opportunity to develop the discussions among themselves. The results have shown that there are fewer differences between these two programs than I originally thought, but the differences that do exist were unexpected. All of the teachers w

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Pons, Seguí Laura. "School-based Conditions and Teacher Education for CLIL Implementation." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/665881.

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Content and Language Integrated Learning (CLIL) is understood as an educational approach where some curricular content is taught integratively with an additional language to students participating in some form of mainstream education aiming at the acquisition of both content and the additional language. Although CLIL has been implemented around Europe and outside its borders, the main threat for CLIL is the lack of qualified teachers for CLIL implementation. For this reason, the general aim of this doctoral thesis is to identify the didactic-pedagogical and organisational training needs of tea

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PASQUARIELLO, MARIO. "APPRENDIMENTO LINGUISTICO INTEGRATO E VIDEO-EDUCAZIONE: LE NUOVE FRONTIERE DELL'INSEGNAMENTO CLIL. IL PROGETTO CLIL-MUVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/40428.

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La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le pr

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PASQUARIELLO, MARIO. "APPRENDIMENTO LINGUISTICO INTEGRATO E VIDEO-EDUCAZIONE: LE NUOVE FRONTIERE DELL'INSEGNAMENTO CLIL. IL PROGETTO CLIL-MUVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/40428.

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La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le pr

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Books on the topic "CLIL teachers training"

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The Tkt Course Clil Module. Cambridge University Press, 2010.

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Clil In Spain Implementation Results And Teacher Training. Cambridge Scholars Publishing, 2010.

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Book chapters on the topic "CLIL teachers training"

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Pérez Cañado, María Luisa. "CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts." In International Perspectives on CLIL. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70095-9_9.

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del Carmen Arau Ribeiro, María, Margarida Morgado, Marcelo Gaspar, and Mónica Régio. "Teacher Training for CLIL in Higher Education Through Blended Learning." In Teaching Language and Teaching Literature in Virtual Environments. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1358-5_11.

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DelliCarpini, Margo. "Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training." In International Perspectives on CLIL. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70095-9_11.

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Marzà, Anna. "Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training." In Teaching Language and Content in Multicultural and Multilingual Classrooms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56615-9_10.

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Alonso-Centeno, Almudena, Jairo Ortiz-Revilla, Ileana M. Greca, and Esther Sanz de la Cal. "Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training." In Integrated Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08697-7_10.

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Contero Urgal, Candela. "CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University." In Teacher Training for English-Medium Instruction in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch012.

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The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

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Contero Urgal, Candela. "CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University." In Research Anthology on Bilingual and Multilingual Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch056.

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The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

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Milla, Ruth, and Amaia Aguirregoitia Martínez. "CLIL Teachers' Beliefs and Practices." In Advances in Early Childhood and K-12 Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6179-2.ch007.

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This chapter presents the main aspects of a study conducted to explore existing beliefs and perspectives on CLIL-teaching specific practices and methodological aspects. The study aimed at identifying the educational practices accepted by CLIL experienced teachers and comparing them with prospective primary education teachers' underlying assumptions both before and after explicit instruction on CLIL based on experts' advice. The analysis of the results seems to indicate that instruction has modified students' beliefs and that specific training may contribute to the alignment of in-service teachers' praxis with the suggestions by experts in the field, in areas such as identifying problems in advance, using the learners' mother tongue, correcting language errors, using authentic materials, or presenting content. Interestingly, the answers of both teachers and students acknowledge the effectiveness of CLIL, although they reveal that appropriate qualification and training are a matter of concern that could benefit teachers greatly.

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Valverde-Esteve, Teresa, Celina Salvador-García, and María Noelia Ruiz-Madrid. "Teaching Physical Education Through English." In Advances in Early Childhood and K-12 Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6179-2.ch011.

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Applying a learning-practice approach to CLIL in teacher education may be instrumental not only to promote the development of CLIL professional skills, but also to improve pre-service teachers' ‘effective personality.' This chapter provides, first, a detailed description of a specific course of physical education teacher education that has been successfully applied for three years, in which pre-service teachers are required to implement CLIL through a learning-practice approach. Subsequently, it presents an explanatory mixed-methods study to examine how pre-service teachers' effective personality was influenced by the learning-practice approach to CLIL used. Informed by the results obtained, the chapter finishes by sharing some clues on how to foster effective personality through CLIL teacher training to help lecturers design and develop proper CLIL teacher development activities.

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Espinar, Magdalena Custodio. "Collaborative Lesson Planning for CLIL Student Teachers of Primary Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6179-2.ch006.

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The introduction of content and language integrated learning (CLIL) in mainstream education in Spain demands specific teaching competencies. For this, Spanish universities have adapted the design of their degrees in education to meet the challenges of this demanding scenario. However, there is still a heterogeneous scenario among Spanish universities for preparing prospective teachers for CLIL. This chapter aims at exploring the profile of the primary education teacher specialized in CLIL teaching and proposing a collaborative lesson planning task likely to develop some key competencies of this profile in a group of student teachers. The collaborative lesson plannings designed by students are described and discussed in relation to recent literature. Moreover, the answers of 17 of these students to a questionnaire are analyzed to unveil the potential of this type of training for actually developing the collaborative competence of prospective CLIL primary teachers. A final reflection on the need to provide more homogeneous preparation connected to the CLIL classroom is also provided.

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Conference papers on the topic "CLIL teachers training"

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Romagnuolo, Anna. "TRAINING CLIL TEACHERS: AN ITALIAN EXPERIENCE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2135.

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Begimbetova, Guldana, Ulzharkyn Abdigapbarova, Glyussya Abdulkarimova, Elena Pristupa, Darazha Issabayeva, and Nurgul Kurmangaliyeva. "Use of ICT in CLIL-classes for the Future Teachers Training." In ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology. ACM, 2022. http://dx.doi.org/10.1145/3543407.3543424.

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Silva, Manuel, Maria Ribeiro, Margarida Morgado, and Margarida Coelho. "TEACHER TRAINING FOR CLIL IN HIGHER EDUCATION: CHALLENGES IN BLENDED LEARNING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2139.

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Weerathai, Thanakorn. "THE EFFECTS OF ASYNCHRONOUS ONLINE PEER-TEACHER FEEDBACK IN A THAI EFL PUBLIC SPEAKING CLASS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end102.

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"The teaching and learning of English speaking has recently posed several challenges due to the coronavirus pandemic. One of the challenges is that it is nearly impossible to conduct the teaching and learning in the physical classroom, affecting how students are given immediate feedback to. Teachers have to find different methods and techniques to use in their speaking classes during this situation, for example, giving live virtual presentations, pre-recording video clips and uploading them to online classrooms, giving online comments and feedback, and so on. In this mixed-methods study, the p

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Catelly, Yolandamirela. "USING MICROSOFT TEAMS TO DEVELOP ENGINEERING STUDENTS' TELECONFERENCING SKILLS - A CLIL APPROACH." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-016.

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Abstract: Given the pandemic context effects on the higher education starting 2020, the entire instructional process, including the foreign language courses, has turned online, supported by the IT means available for the university. Therefore, gradually, courses were redesigned, in terms of content and methodological approach, to be adapted to the new environment, specific to synchronous online education, viz. for the University POLITEHNICA of Bucharest, the use of Microsoft Teams and the Moodle platform. Thus, by taking into account the quite predictable change in both the education and the f

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