Are teachers ready for CLIL? Evidence from a European study

This article presents the outcomes of a European study on the main training needs which pre- and in-service teachers, teacher trainers, and coordinators consider they have in order to adapt to a bilingual education model. The macro-study has designed, validated and administered four sets of question...

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Bibliographic Details
Published in:European journal of teacher education 2016-03, Vol.39 (2), p.202-221
Main Author: Pérez Cañado, María Luisa
Format: Article
Language:English
Subjects:
Bilingual Education
CLIL
Content and Language Integrated Learning
Course Content
Cultural Awareness
Educational Needs
Europe
Foreign Countries
Instructional Materials
Interviews
Knowledge Base for Teaching
Language of Instruction
Language Proficiency
Language Teachers
Likert Scales
Mann Whitney U Test
needs analysis
Nonparametric Statistics
Preservice Teachers
Questionnaires
Second Language Instruction
Second Language Learning
Statistical Analysis
Student Attitudes
Teacher Attitudes
teacher education
Teacher Education Programs
Teacher Educators
Teachers
Teaching Methods
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Summary:This article presents the outcomes of a European study on the main training needs which pre- and in-service teachers, teacher trainers, and coordinators consider they have in order to adapt to a bilingual education model. The macro-study has designed, validated and administered four sets of questionnaires to 706 informants across the whole of Europe, which have allowed a detailed diagnosis of language teachers' training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated to Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the afore-mentioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided and within- and across-cohort comparison is carried out in terms of a series of intervening variables. The ultimate aim is to base decisions regarding language degrees and teacher training courses on empirically grounded guidelines in order to guarantee a success-prone implementation of CLIL in our continent, country and region.
ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2016.1138104