CLIL Teacher Development: Challenges and Experiences

Authors

  • Dario Luis Banegas

DOI:

https://doi.org/10.5294/laclil.2012.5.1.4

Keywords:

formación docente en AICLE, formación docente inicial, formación docente en servicio, formación docente profesional.

Abstract

Content and Language Integrated Learning is regarded as an innovative or alternative approach to Communicative Language Teaching. Stakeholders, researchers and other actors involved in teaching foreign language embrace CLIL in the hope that deficiencies in foreign language learning can be overcome so as to meet new socio-economic needs.  However, CLIL is not only about benefits. In this article I will first outline some of its challenges and drawback particularly in reference to teachers and teacher development since other difficulties may be rooted in how teachers are prepared to respond to the new issues that CLIL seems to raise. Secondly, I will describe pre- and in-service CLIL teacher development opportunities partly based on personal experiences at the University of Warwick and then I will describe other personal experiences of workshops in Argentina. Last, I will suggest possible ways of incorporating CLIL understanding in Argentina as an example of an EFL context.

Author Biography

Dario Luis Banegas

Ministry of Education of Chubut: ELT regional tutor, mentor teacher, trainer, teacher, curriculum designer.Colegio San Luis Gonzaga: teacher and EFL Department coordinator.University of Warwick: PhD student (year 2) in Applied Linguistics. My research area is materials development towards content and language integration approaches.

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Published

2012-04-27

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Section

Articles