How do we teach our CLIL teachers? A case study from the University of Alcalá
CLIL has gained prominence in the field of Second Language teaching in Spain due to the complex challenges the educational system has to face. In Madrid, amongst other training schemes, Secondary school teachers can attend English language courses at Madrid public universities in order to improve th...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/60592 |
| Acceso en línea: | http://hdl.handle.net/10017/60592 https://dx.doi.org/10.30827/Digibug.29629 |
| Access Level: | acceso abierto |
| Palabra clave: | CLIL Secondary education Second language acquisition Communicative approach Teaching assessment AICLE Educación secundaria Adquisición de segundas lenguas Enfoque comunicativo Evaluación docente Filología Philology |
| Sumario: | CLIL has gained prominence in the field of Second Language teaching in Spain due to the complex challenges the educational system has to face. In Madrid, amongst other training schemes, Secondary school teachers can attend English language courses at Madrid public universities in order to improve their level of English to pass the obligatory exam, which qualifies them to teach in the regional government's CLIL project. Although CLIL has been placed at the centre of the intellectual debate, little attention has been given to the study of this linguistic training phase. Mónica Olivares Leyva and Carmen Pena Díaz aim to contribute to fill this gap by examining the training programme at Alcalá University hoping to revise the perceptions of the agents involved in this type of courses for bilingual teachers. |
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