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Abstract

This dissertation provides an evaluation of the views and perspectives of a selection of Content and Integrated Language Learning (CLIL) teachers in Bilingual Educational Centers in Andalusia, Spain. There is currently much debate surrounding this approach in Spain, covering issues such as a lack of institutional support or teacher training, a lack of specific language objectives to meet in the CLIL curriculum, and sometimes a lack of sufficient English proficiency or general understanding of how to convey subject content in an L2. Through the semi-structures interviews conducted, the teachers identify the associated challenges posed by these issues and offer possible means to address them. The results contribute to the current debate around the CLIL approach in the Spanish education system by contributing to the discussion on the need to provide teachers with tools and training, outlining the challenges and advantages that teachers have personally encountered or observed through their own personal experiences. The findings illustrate the diverse ways in which teachers conceptualize and implement C:I, emphasizing variations between educators who have received prior CLIL training and those who have not, highlighting the potential impact of in-service training on fostering a more methodologically balanced integration of content and language instruction within CLIL classrooms. As such, this dissertation shows that participating professional CLIL teacher training programs may help teachers form more constructive opinions and pedagogical approaches to educating in the Spanish Bilingual Education System.

Course: Applied Linguistics and TESOL (DL) - MA - C2023

Date Deposited: 2024-01-23

URI/permalink: https://library.port.ac.uk/dissert/dis14314.html