English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge

This study aims to explore the teacher cognition of EFL specialists working in CLIL Secondary settings in Madrid. More specifically, the dimensions of teacher knowledge and beliefs regarding the bilingual education programme and their own role are addressed. Being part of a larger study, it was desi...

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Detalhes bibliográficos
Autor: Jaén Campos, Marta
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Recursos:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/172987
Acesso em linha:https://hdl.handle.net/11441/172987
https://doi.org/10.12795/elia.2023.i23.07
Access Level:acceso abierto
Palavra-chave:CLIL
EFL teachers
teacher beliefs
teacher knowledge
AICLE
profesores de inglés
creencias del profesor
conocimiento del profesor.
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spelling English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledgeLos profesores de inglés en centros AICLE de secundaria en Madrid: creencias, actitudes y conocimientosJaén Campos, MartaCLILEFL teachersteacher beliefsteacher knowledgeAICLEprofesores de ingléscreencias del profesorconocimiento del profesor.This study aims to explore the teacher cognition of EFL specialists working in CLIL Secondary settings in Madrid. More specifically, the dimensions of teacher knowledge and beliefs regarding the bilingual education programme and their own role are addressed. Being part of a larger study, it was designed as a multi-case study in which six EFL teachers from different Secondary schools took part. Moreover, a mixed-methods approach was followed in order to contrast and triangulate the results. First, they were administered a questionnaire consisting mostly of Likert-type scale questions which were analysed following quantitative procedures. Secondly, semi-structured interviews were conducted with each of the participants and were later examined following a qualitative content analysis approach. The questions were concerned with their beliefs, attitudes and knowledge about CLIL, its outcomes, the role of language in these programmes and their own ideal professional role within them. The results show that although the participants’ vision about CLIL, its benefits and the role of language diverge; their beliefs are compatible with CLIL underpinnings. Also, they believe their contributions as language experts must be considered. The findings of this study, which could be replicated and extended to more language teachers, can help us design tailored teacher education programmes which take EFL teachers’ beliefs into account.El presente estudio tiene como objetivo explorar la cognición de los profesores de inglés que trabajan en institutos bilingües de la Comunidad de Madrid, en concreto su conocimiento y creencias acerca de su propio rol en estos centros y sobre los programas bilingües AICLE. Se ha diseñado como un estudio de caso múltiple que tiene como participantes a seis de estos profesores. Además, se ha utilizado una investigación mixta para contrastar y triangular resultados. En primer lugar, se utilizó un cuestionario formado por preguntas de escala tipo Likert que fueron analizadas siguiendo procedimientos cuantitativos. A continuación, se llevaron a cabo entrevistas semi-estructuradas para las que se siguió un análisis de contenido cualitativo. Las preguntas tenían relación con su conocimiento, creencias y actitudes acerca de AICLE, sus beneficios, el papel del lenguaje y la visión idónea de su papel en estos programas. Los resultados muestran que a pesar de que su perspectiva cambie con respecto a AICLE o el papel del lenguaje, sus creencias son ampliamente compatibles con los principios básicos de AICLE. Además, creen que su conocimiento como expertos en lenguaje debe ser más tenida en cuenta. Los resultados de esta investigación, que podría replicarse y hacerse extensiva a otros centros, podría contribuir a desarrollar formación específica para estos profesores, y que dicha formación tuviese en cuenta las creencias de estos profesores.2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/172987https://doi.org/10.12795/elia.2023.i23.07reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésELIA: Estudios de Lingüística Inglesa Aplicada, 23, 217-249.https://revistas.uned.es/index.php/ELIA/article/view/39239/28482info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1729872026-06-17T12:51:07Z
dc.title.none.fl_str_mv English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
Los profesores de inglés en centros AICLE de secundaria en Madrid: creencias, actitudes y conocimientos
title English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
spellingShingle English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
Jaén Campos, Marta
CLIL
EFL teachers
teacher beliefs
teacher knowledge
AICLE
profesores de inglés
creencias del profesor
conocimiento del profesor.
title_short English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
title_full English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
title_fullStr English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
title_full_unstemmed English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
title_sort English teachers in CLIL secondary schools in Madrid: beliefs, attitudes and knowledge
dc.creator.none.fl_str_mv Jaén Campos, Marta
author Jaén Campos, Marta
author_facet Jaén Campos, Marta
author_role author
dc.subject.none.fl_str_mv CLIL
EFL teachers
teacher beliefs
teacher knowledge
AICLE
profesores de inglés
creencias del profesor
conocimiento del profesor.
topic CLIL
EFL teachers
teacher beliefs
teacher knowledge
AICLE
profesores de inglés
creencias del profesor
conocimiento del profesor.
description This study aims to explore the teacher cognition of EFL specialists working in CLIL Secondary settings in Madrid. More specifically, the dimensions of teacher knowledge and beliefs regarding the bilingual education programme and their own role are addressed. Being part of a larger study, it was designed as a multi-case study in which six EFL teachers from different Secondary schools took part. Moreover, a mixed-methods approach was followed in order to contrast and triangulate the results. First, they were administered a questionnaire consisting mostly of Likert-type scale questions which were analysed following quantitative procedures. Secondly, semi-structured interviews were conducted with each of the participants and were later examined following a qualitative content analysis approach. The questions were concerned with their beliefs, attitudes and knowledge about CLIL, its outcomes, the role of language in these programmes and their own ideal professional role within them. The results show that although the participants’ vision about CLIL, its benefits and the role of language diverge; their beliefs are compatible with CLIL underpinnings. Also, they believe their contributions as language experts must be considered. The findings of this study, which could be replicated and extended to more language teachers, can help us design tailored teacher education programmes which take EFL teachers’ beliefs into account.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/172987
https://doi.org/10.12795/elia.2023.i23.07
url https://hdl.handle.net/11441/172987
https://doi.org/10.12795/elia.2023.i23.07
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv ELIA: Estudios de Lingüística Inglesa Aplicada, 23, 217-249.
https://revistas.uned.es/index.php/ELIA/article/view/39239/28482
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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