CLIL TEACHER’S INITIAL EDUCATION: A STUDY OF UNDERGRADUATE AND POSTGRADUATE STUDENT TEACHERS pp. 104-119

Mónica Gutiérrez Gamboa, Magdalena Custodio Espinar

Resumen


Content and Language Integrated Learning (CLIL) has been implemented in Spain for almost two decades. Most studies in this area have shown that this approach provides students with plenty of benefits. However, current studies have also shown that more than half of in-service CLIL teachers are methodologically untrained to provide this kind of education since the only requirement to do it is teachers’ proficiency in the foreign language. This paper is aimed at analyzing the level of acquisition of CLIL principles by student teachers according to the academic program studied, their interest in teaching CLIL, their perceived level of training in CLIL, and their English level in a sample of 56 potential CLIL teachers from different Spanish universities. To measure the degree of integration of CLIL principles, the Cuestionario de integración de los principios metodológicos AICLE (CIPMA) was used (Custodio Espinar & García Ramos, 2019). Results show that there are differences between the groups who have studied a Master's Degree in Bilingual Education, and those who have studied a Degree in Infant or in Primary Education without specific training in CLIL in two of the four dimensions of the questionnaire, the foundations of CLIL (D1), and the specific resources and activities that this approach requires (D3), in favor of postgraduate students. Besides, significant differences were found between participants who are hesitant and those who are convinced of offering bilingual education and between students who think that they have been poorly trained and those who perceive themselves to be fairly trained, in favor of the latter in both cases. Finally, students with higher linguistic competence show a better integration of the CLIL principles. It is concluded that important challenges are to be faced by universities regarding the education of the future CLIL teacher such as providing CLIL courses in all the academic programs of the education degrees.

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