Influencing Factors on In-Service Teachers’ Competence in Planning CLIL

Magdalena Custodio-Espinar

Abstract


Factores que influyen en la competencia docente para programar lecciones AICLE

Fatores que influenciam a competência de ensino para programar aulas CLIL

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 the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Custodio-Espinar, M. (2019). Influencing factors on in-service teachers’ competence in planning CLIL. Latin American Journal of Content & Language Integrated Learning, 12(2), 207-241. https://doi.org/10.5294/laclil.2019.12.2.2

Received: 06/09/2019

Approved: 10/01/2020

Published: 11/05/2020


Keywords


CLIL teacher competencies; CLIL lesson plan; teacher education; initial teacher education; in-service teacher education; bilingual education

Full Text:

PDF

References


Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA: Allyn & Bacon (Pearson Education Group).

Assessment Reform Group (ARG). (2012). Assessment for learning: Ten principles. Retrieved from http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford, UK: Oxford University Press.

Banegas, D. L. (2012). CLIL Teacher development: Challenges and experiences. Latin American Journal of Content and Language Integrated Learning, 5(1), 46–56. https://doi.org/10.5294/laclil.2012.5.1.4

Banegas, D. L. (2015). Sharing views of CLIL lesson planning in language teacher education. Latin American Journal of Content and Language Integrated Learning, 8(2), 104–130. https://doi.org/10.5294/laclil.2015.8.2.3

Bentley, K. (2010). The TKT (Teaching Knowledge Test) course. CLIL module: Content and language integrated learning. Cambridge, UK: Cambridge University Press.

Bertaux, P., Coonan, C. M., Frigols, M. J., & Mehisto, P. (2010). The CLIL teacher’s competence grid. Common Constitution and Language Learning (CCLL) Comenius Network. Retrieved from http://tplusm.net/CLIL_Competences_Grid_31.12.09.pdf

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners. New York, NY: David McKay.

Brüning, C. I., & Purrmann, M. S. (2014). CLIL pedagogy in Europe: CLIL teacher education in Germany. Utrecht Studies in Language and Communication, (27), 315–338.

Calle-Casado, J. J. (2015). Teacher training for CLIL: Lessons learned and ways forward (PhD dissertation). Universidad de Jaen, Jaen.

Comunidad de Madrid. (2014). Datos y cifras de la educación 2013–2014. Madrid, Spain: Consejería de Educación, Juventud y Deporte.

Comunidad de Madrid. (2016). I fase de la evaluación del programa bilingüe de la comunidad de Madrid. Retrieved from http://www.comunidad.madrid/servicios/educacion/evaluacion-programa-bilingue

Comunidad de Madrid. (2017). Informe 2017 sobre el sistema educativo en la comunidad de Madrid, Curso 2015-2016. Madrid, Spain: Consejo Escolar, Consejería de Educación e Investigación.

Comunidad de Madrid. (2018). Evaluación del programa bilingüe de la comunidad de Madrid. Consejería de Educación e Investigación. Retrieved from http://www.comunidad.madrid/servicios/educacion/evaluacion-programa-bilingue

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.

Coyle, D. (1999). Supporting students in content and language integrated contexts: Planning for effective classrooms. In J. Marsh (Ed.), Learning through a foreign language – models, methods and outcomes (pp. 46–62). London,UK: Centre for Information on Language Teaching and Research (CILT).

Coyle, D. (2007). Content and language integrated learning: towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education, 10, 543–562. https://doi.org/10.2167/beb459.0

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL – Content and language integrated learning. Cambridge, UK: Cambridge University Press.

Cummins, J. (1999). BICS and CALP: Clarifying the distinction (Report No. ED438551). Washington, D.C.: ERIC Clearinghouse on Languages and Linguistics.

Custodio-Espinar, M. (2012). Appendix C. Lesson planning: CLIL young learner lesson. In J. Harmer (Ed.), Essential teacher knowledge (pp. 251–252). Harlow, UK: Pearson.

Custodio-Espinar, M. (2019). Los principios metodológicos AICLE (aprendizaje integrado de contenido y lengua). Madrid, Spain: Fundación Universitaria Española.

Custodio-Espinar, M., & Caballero-García, P. A. (2016). CLIL, TIC e innovación en la enseñanza bilingüe de las etapas obligatorias. In EDUNOVATIC 2016. I Congreso Virtual Internacional de Educación, Innovación y TIC. Libro de actas (pp. 574–583). REDINE. Red de Investigación e Innovación Educativa.

Custodio-Espinar, M., & García-Ramos, J. M. (2019). Medida de la competencia para programar AICLE y diagnóstico de las necesidades de formación docente. Bordón. Revista de Pedagogía, 0 (Advance). https://doi.org/10.13042/Bordon.2019.72250

Dale, L., & Tanner, R. (2012). CLIL Activities. A resource for subject and language teachers. Cambridge, UK: Cambridge University Press.

Delicado, G., & Pavón, V. (2016). Training primary student teachers for CLIL: Innovation through collaboration. Pulso. Revista de Educación, 39, 35–57. https://revistas.cardenalcisneros.es/index.php/PULSO/article/view/213

European Commission. Retrieved Education and training: The Bologna Process and the European Higher Education Area. Retrieved from https://ec.europa.eu/education/policies/higher-education/bologna-process-and-european-higher-education-area_en

European Commission. (1995). White paper on education and training – Teaching and learning – Towards the learning society. Luxembourg, Luxembourg: Office for Official Publications of the European Communities.

Fernández-Cézar, R., Aguirre-Pérez, C., & Harris, C. (2013). La formación de maestros en Aprendizaje Integrado de Contenidos en Lengua Extranjera (AICLE): Un estudio en Castilla, La Mancha. Revista de Formación e Innovación Educativa Universitaria, 6(1), 33–44.

Garijo, A. H., Alcalá, D. H., & Pueyo, Á. P. (2018). Percepción de coordinadores de programas bilingües y docentes de Educación Física en inglés en secundaria sobre el proceso de implantación y desarrollo del bilingüismo en la Comunidad de Castilla y León. Retos: nuevas tendencias en educación física, deporte y recreación, (33), 63–68. https://recyt.fecyt.es/index.php/retos/article/view/54423

Gisbert, X., Martínez de Lis, M. J., & Gil, G. (2015). El rendimiento en lengua inglesa en programas bilingües en España. NABE Journal of Research and Practice, 6(1) 254–310. https://www2.nau.edu/nabej-p/ojs/index.php/njrp/article/view/94

Herrero-Rámila, C. (2015). El programa de colegios bilingües de la Comunidad de Madrid. Un análisis del proceso de cambio ocurrido a través de sus profesores (PhD dissertation). Universidad Autónoma de Madrid, Madrid.

Jover, G., Fleta, T., & González, R. (2016). La formación inicial de los maestros de educación primaria en el contexto de la enseñanza bilingüe en lengua extranjera. Bordón, Revista de Pedagogía, 68(2), 121–135. https://doi.org/10.13042/Bordon.2016.68208

Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York, NY: Longman.

Lancaster, N. K. (2016). Stakeholder perspectives on CLIL in a monolingual context. English Language Teaching, 9(2), 148–177. https://doi.org/10.5539/elt.v9n2p148

Ley Orgánica 8/2013, of 9 December, para la Mejora de la Calidad Educativa (LOMCE, organic law for the improvement of quality of education), Boletín Oficial del Estado (BOE). 10 December 2013.

Llinares, A., Morton, T., & Whittaker, R. (2012). The role of language in assessment in CLIL. In A. Llinares, T. Morton, and R. Whittaker (Eds.), The roles of language In CLIL (280–315). Cambridge, UK: Cambridge Scholar Publishing.

Llull, J., Fernández, R., Johnson, M., & Peñafiel, E. (2016). Planning for CLIL: Designing effective lessons for the bilingual classroom. Madrid, Spain: CCS.

Lofft-Basse, R. (2016). Assessment for learning in the CLIL classroom: A corpus-based study of teacher motivational L2 strategies and student motivation and metacognitive abilities (PhD dissertation). Universidad Autónoma de Madrid, Madrid.

López-Hernández, A. (2016). Language analysis for English and CLIL teachers: A practical guide. Madrid, Spain: CCS.

Madrid-Manrique, M. & Madrid-Fernández, D. (2014). La formación inicial del profesorado para la educación bilingüe. Granada, Spain: Universidad de Granada.

Marsh, D. (1994). Bilingual education & Content and Language Integrated Learning. International association for cross-cultural communication, language teaching in the member states of the European Union (Lingua), University of Sorbonne, Paris.

Marsh, D. (2012). Content and Language Integrated Learning (CLIL). A development trajectory. Córdoba, Argentina: Servicio de Publicaciones de la Universidad de Córdoba.

Marsh, D., Mehisto, P., Wolff, D., & Frigols, M. J. (2010). European Framework for CLIL Teacher Education: A framework for the professional development of CLIL teachers. Graz, Austria: European Centre for Modern Languages.

Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro, 21, 15–33. https://eric.ed.gov/?id=ED539729

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK: Macmillan Education.

Ministerio de Educación, Cultura y Deporte (2016a). PISA 2015. Programa para la Evaluación Internacional de los Alumnos. Informe español. http://www.mecd.gob.es/dctm/inee/internacional/pisa-2015/pisa2015preliminarok.pdf?documentId=0901e72b8228b93c

Ministerio de Educación, Cultura y Deporte. (2016b). TIMSS 2015. Estudio internacional de tendencias en matemáticas y ciencias. Informe español: resultados y contexto. Retrieved from https://www.mecd.gob.es/dctm/inee/internacional/timss2015final.pdf?documentId=0901e72b822be7f5

Ministerio de Educación, Cultura y Deporte. (2017a). Datos y cifras. Curso escolar 2017-18. Retrieved from https://www.mecd.gob.es/servicios-al-ciudadano-mecd/dms/mecd/servicios-al-ciudadano-mecd/estadisticas/educacion/indicadores-publicaciones-sintesis/datos-cifras/Datosycifras1718esp.pdf

Ministerio de Educación, Cultura y Deporte. (2017b). Sistema estatal de indicadores de la educación. Edición 2017. Retrieved from http://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/indicadores-publicaciones-sintesis/sistema-estatal-indicadores.html

Morton, T. (2016). Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4(2), 144–167. https://doi.org/10.1075/jicb.4.2.01mor

Organization for Economic Co-operation and Development (OECD). (2014). TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing. https://doi.org/10.1787/9789264196261-en

Pavón-Vázquez, V., & Ellison, M. (2013). Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Linguarum Arena, 4, 65–78. https://ojs.letras.up.pt/index.php/LinguarumArena/article/view/3967

Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. https://doi.org/10.1080/13670050.2011.630064

Pérez-Cañado, M. L. (2015). Training teachers for plurilingual education: A Spanish case study. In D. Marsh, M. L. Pérez-Cañado, & J. Ráez-Padilla (Eds.), CLIL in action: Voices from the classroom (pp. 165–187). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Pérez-Cañado, M. L. (2016). Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266–295. https://doi.org/10.1080/13670050.2014.980778

Pérez-Cañado, M. L. (2017). CLIL teacher education: Where do we stand and where do we need to go? In M. E. Gómez, and R. Johnstone (Eds.), Educación bilingüe: tendencias educativas y conceptos claves (pp. 129–144). Madrid, Spain: Secretaría General Técnica.

Pérez-Cañado, M. L. (2018). Innovations and challenges in CLIL teacher Training. Theory into Practice, 57(3), 1–10. https://doi.org/10.1080/00405841.2018.1492238

Pérez-Torres, I. (2015). Principios AICLE. Metodología. La lengua. Andamiaje. Diseño de actividades. Retrieved from http://www.isabelperez.com/clil.htm

Perines, H. (2018). ¿Por qué la investigación educativa no impacta en la práctica docente? Estudios sobre Educación, 34, 9–27. https://doi.org/10.15581/004.34.9-27

Ruiz, M. (2016). Bilingual education: Experience from Madrid (Masters dissertation). Centro de Estudios Monetarios y Financieros (CEMFI), Madrid. https://doi.org/10.21832/9781783096701-011

Ruiz de Zarobe, Y. (2013). CLIL implementation: From policymakers to individual initiatives. International Journal of Bilingual Education and Bilingualism, 16(3), 231–243. https://doi.org/10.1080/13670050.2013.777383

Salaberri-Ramiro, S. (2010). Teacher training programmes for CLIL in Andalusia. In D. Lasagabaster, & Y. Ruiz de Zarobe (Eds), CLIL in Spain: Implementation, results and teacher training (pp. 140–161). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Shepherd, E., & Ainsworth, V. (2017). English impact. An evaluation of English language capability. Madrid, Spain: British Council.

Snow, M. A., Met, M., & Genesee, F. (1992). A conceptual framework for the integration of language and content instruction. In P. A. Richard-Amato & M. A. Snow (Eds.), The multicultural classroom: Reading for content-area teachers. New York, NY: Addison-Wesley Publishing Company.

Tamariz, M., & Blasi, D. E. (2016). Consecuencias de la educación bilingüe en educación primaria y secundaria en la Comunidad de Madrid. Retrieved from https://researchportal.hw.ac.uk/en/publications/consequences-of-bilingual-education-in-primary-and-secondary-scho

Wewer, T. (2014). Assessment of young learners’ English proficiency in bilingual content instruction CLIL. Turku, Finland: Annales Universitatis Turkuense.

Wylie, E. C., & Lyon, C. J. (2015). The fidelity of formative assessment implementation: Issues of breadth and quality. Assessment in Education: Principles, Policy & Practice, 22(1), 140–160. https://doi.org/10.1080/0969594X.2014.990416




DOI: https://doi.org/10.5294/laclil.2019.12.2.2

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.

Indexed in: DOAJLinguistics Abstracts Online,Google ScholarsMLA Bibliography - Language, Linguistics and LiteratureOpen J-Gate,Directory of Research Journals Indexing, EBSCOProQueste-Revist@sPublindexERICEmerging Sources Citation IndexORE (Open-Access Research in English Language Teaching)Cabell's International (The White List)Red Iberoamericana de Innovación y Conocimiento Científico (Redib)

Email: laclil@unisabana.edu.co