CLIL in Pre-primary education
Content and Language Integrated Learning (CLIL) has rapidly gained ground in schools within the latest decades. Consequently, interest in analysing stakeholders' perceptions and needs has increased. This article has a twofold aim: (1) to analyse pre-primary teachers' CLIL knowledge, (2) to...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:276661 |
| Acceso en línea: | https://ddd.uab.cat/record/276661 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.1230 |
| Access Level: | acceso abierto |
| Palabra clave: | Content and Language Integrated Learning Pre-primary education Teacher perceptions In-service teachers Pre-service teachers Aprenentatge Ontegrat de Continguts i Llengües Estrangeres Educació infantil Percepcions dels mestres Mestres en actiu Mestres en formació inicial Aprendizaje Integrado de Contenidos y Lenguas Extranjeras Educación infantil Percepciones de los maestros Maestros en activo Maestros en formación inicial Enseignement d'une Matière par l'Intégration d'une Langue Étrangère Education Perceptions des enseignants Enseignants en poste Enseignants en formation initiale |
| Sumario: | Content and Language Integrated Learning (CLIL) has rapidly gained ground in schools within the latest decades. Consequently, interest in analysing stakeholders' perceptions and needs has increased. This article has a twofold aim: (1) to analyse pre-primary teachers' CLIL knowledge, (2) to identify the expected benefits, challenges, and perceived needs that CLIL implementation in pre-primary may entail for themselves, and for their students. To do so, 129 pre-primary teachers (N=76 in-service, N=53 pre-service) responded an online survey. Answers were coded with Atlas.ti, visualisations were created with R. Results showed that most in-service teachers know what CLIL is, while pre-service teachers are rather unfamiliar with it. Teachers have positive expectations regarding the potential CLIL benefits for students and teachers. However, most do not feel ready to implement it in pre-primary, because of the lack of teacher training programmes (on methodology and FL), and the scarcity of resources (e.g., guidelines, materials, stakeholders' support). |
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