A case study on teacher training needs in the Madrid bilingual project

Authors

  • Pilar Cabezuelo Gutierrez Author Centro Universitario Cardenal Cisneros
  • Raquel Fernández Fernández Author Centro Universitario Cardenal Cisneros/Universidad de Alcalá

DOI:

https://doi.org/10.5294/4220

Keywords:

política lingüística, formación en el empleo, las actitudes de los maestros, estudios de casos, evaluación de proyectos

Abstract

Bilingual education programmes are increasingly important in non-English speaking countries as part of the necessary adaptation demanded by the “White Paper on Education and Training” (1995) in both educational and social fields thus becoming a key element in any long-term academic planning. The present case study analyses the opinion of 17 primary teachers in the bilingual programme with regard to the language and methodological training received during the eight years of implementation. The study also aims to gather feedback from the teachers in order to define potential teacher training improvement opportunities. This study stems from two previous studies conducted by Fernández et al (2005) and Fernández and Halbach (2011) as the basis of understanding how the teachers feel about their initial training, its application to real-life classes and their current/future needs in this area. After carefully analysing all the results, it seems that the situation within teacher training has improved over the years. However, there is still much work to be done in order to make this project progress successfully.

Downloads

Download data is not yet available.

Author Biographies

Pilar Cabezuelo Gutierrez, Centro Universitario Cardenal Cisneros

Pilar Cabezuelo Gutiérrez holds a degree in Primary Teaching from the Centro Universitario Cardenal Cisneros (Alcalá de Henares, Madrid) and a Master in Teaching English as a Foreign Language (Bilingual Education) from the Universidad de Alcalá (Madrid).Her training also involved a Practicum period in Ireland. She is actually involved in teaching English to pre-young learners. Her main research areas are teacher training, bilingual education and CLIL.

Raquel Fernández Fernández, Centro Universitario Cardenal Cisneros/Universidad de Alcalá

Raquel Fernández works as a University Lecturer at the Centro Universitario Cardenal Cisneros. She is the coordinator of the Bilingual Project since 2009, and also the co-director of the Expert in CLIL online postgraduate course. She has been involved in researching bilingual projects in terms of teacher training needs and CLIL implementation since 2004.

References

Arnold, W. (2010). Where is CLIL taking us? Pulso, 33, 227-233.

Bertaux, P., Mary Coonan, C., Frigols-Martín, M. J., & Mehisto, P. (2009, August 30). The CLIL teacher´s competences grid. Retrieved from Common constitution and Language Learning (CCLL). Comenius Network: http://ccll-eu.eu/cms02/fileadmin/daten/Dateien/Konferenzen/THE_CLIL_TEACHER_latest_version.pdf

Bertaux, P., Mary Coonan, C., Frigols-Martín, M. J., & Mehisto, P. (2010, March 4-7). The CLIL teacher´s competences grid. Retrieved from Common Constitution and Language Learning (CCLL). Comenius Network: http://lendtrento.eu/convegno/files/mehisto.pdf

Clegg, J. (2009, October). Ones Top English. Retrieved from Number one for English language teachers: http://www.onestopenglish.com/clil/methodology/articles/article-skills-for-clil/501230.article

Coyle, D. (2005). CLIL activity in the UK. In H. Krechel (ed.), Mehrsprachiger Fachunterricht in Landern Europas (p. 23). Tübingen: Gunter Narr Verlag.

Coyle, D. (2008). CLIL - a pedagogical approach. In N. Van Deusen-Scholl, & N. Hornberger, Encyclopedia of Languages and Education. 2nd Edition. Vol. 4: Second and Foreign Language Education (pp. 97-111). Heidelburg: Springer.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.

Fernández , R., & Halbach, A. (2011). "Analysing the situation of teachers in the Madrid bilingual project after four years of implementation". In Y. Ruiz de Zarobe , J. Sierra, & F. Gallardo del Puerto, Content and Foreign Language Integrated Learning (p. 241-270). Bern: Peter Lang.

Fernández Fernández, R., Pena Díaz, C., García Gómez, A., & Halbach, A. (2005). La implantación de proyectos educativos bilingües en la Comunidad de Madrid: las expectativas del profesorado antes de iniciar el proyecto. Porta Linguarum 3, 161-173.

Figel, J. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels, Belgium: Eurydice.

Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House.

Gierlinger, E. M. (n.d.). CLILingmesoftly. Retrieved from: http://clilingmesoftly.wordpress.com/

Gutierrez Almarza, G., Durán Martinez, R., & Beltrán Llavador, F. (2012). CLIL in teacher training: A Nottingham Trent University and University of Salamanca experience. Encuentro, 21, 48-62.

Johnson, M. (2012). Bilingual Degree Teachers’ Beliefs: A Case Study in a Tertiary Setting. Pulso, 35, 49-74.

Laorden Gutiérrez, C., & Peñafiel Pedrosa, E. (2010). Proyectos bilingües en los centros de la Comunidad de Madrid: Percepción de los directivos. Revista de Investigación Educativa, 28/2, 325-326.

Madrid, C. o. (2011-2012). Community of Madrid. Retrieved from http://www.madrid.org/cs/Satellite?c=Page&cid=1273687122273&idTema=1109265604873&language=es&pagename=ComunidadMadrid%2FEstructura&pid=1273078188154

Marsh, D. (2000). Using Languages to Learn and Learning to Use Languages. Retrieved from: http://archive.ecml.at/mtp2/CLILmatrix/pdf/1UK.pdf

Mehisto, P., & Marsh, D. (2011). "Approaching the Economic, Cognitive And Health Benefits Of Bilingualism". In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto, Content and Foreign Language Integrated Learning (p. 21-47). Bern: Peter Lang.

Milne, E. D. (2011). English as the medium of instruction in Spanish context: A look at teacher discourses. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto, Content and Foreign Language Integrated Learning (pp. 189-210). Bern: Peter Lang.

Muñoa Barredo, I. (2011). Key factor to be considered by CLIL teachers. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto (eds.), Content and Foreign Language Integrated Learning (p. 293-314). Bern: Peter Lang.

Muñoz, C., & Navés, M. T. (1999). "CLIL experience in Spain". In D. Marsh, & G. Langé, "Implementing Content and Language Integrated Learning". Jyvaskyla, Finland.

Olivares Leyva, M., & Pena Díaz, C. (2013). How Do We Teach Our CLIL Teachers? A Case Study from Alcalá University. Porta Linguarum, 19, 87-99.

Pena Díaz, C., & Porto Requejo, M. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum 10, 151-161.

Toukomaa, P., & Skutnabb-Kangas, T. (1977). The intensive teaching of the mother tongue to migrant children of pre-school age. In Unesco, Research Reports (pp. 26-79). Tampere: University of Tampere: Dept of Sociology and Social Psychology.

Tucker, R., & Earl Lambert, W. (1972). Bilingual Education of Children: The St. Lambert Experiment. TESOL Quaterly, 7/3: 321-325.

University Press, C. (2013). Cambridge English Teacher. Retrieved from Cambridge University Press and UCLES: http://www.cambridgeenglishteacher.org/what_is_this

Zamora, R. G. (2008). "The 3x1 Program in Mexico. Achievements and challenges. Labour migration and development". Toronto, Canada: FOCAL.

Zarobe, Y. R. (2011). Which language competencies benefit from CLIL? An insight into applied linguistic research. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto, Content and Foreign Language Integrated Learning (p. 129-153). Bern: Peter Lang.

Downloads

Published

2014-10-22

How to Cite

Cabezuelo Gutierrez, P., & Fernández Fernández, R. (2014). A case study on teacher training needs in the Madrid bilingual project. Latin American Journal of Content & Language Integrated Learning, 7(2), 50–70. https://doi.org/10.5294/4220

Issue

Section

Articles