Teacher Training and Competences for Effective CLIL Teaching in Argentina

Abstract

Given the importance of Content Language Integrated Learning (CLIL) for bilingual institutions, Argentine universities and teaching training colleges need to incorporate this approach in their curricula to certify that graduate teachers are qualified to teach not only English as a foreign language (EFL) but also content-based subjects in English. This paper focuses on teacher training for the development of theoretical and methodological competences. While the former include knowledge of the theories that constitute the basis of content and language learning, the latter integrate teaching and learning strategies, as well as learning styles. Teacher training involving these competences results in effective CLIL teaching.