Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement

This paper explores the shared beliefs and perceptions of students and teachers in CLIL (Content and Language Integrated Learning) programmes. Unlike in most studies, this research considers the perspectives of all categories of teachers involved when implementing CLIL, including the members of the...

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Detalles Bibliográficos
Autor: Nieto Moreno de Díezmas, Ester Luisa
Tipo de recurso: artículo
Fecha de publicación:2018
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/23530
Acceso en línea:http://doi.org/10.18172/jes.3564
http://hdl.handle.net/10578/23530
Access Level:acceso abierto
Palabra clave:CLIL
Bilingual programmes
Shared beliefs
Teachers
Students
Secondary education
AICLE
Programas bilingües
Creencias compartidas
Profesorado
Estudiantes
Educación Secundaria
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spelling Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for ImprovementNieto Moreno de Díezmas, Ester LuisaCLILBilingual programmesShared beliefsTeachersStudentsSecondary educationAICLEProgramas bilingüesCreencias compartidasProfesoradoEstudiantesEducación SecundariaThis paper explores the shared beliefs and perceptions of students and teachers in CLIL (Content and Language Integrated Learning) programmes. Unlike in most studies, this research considers the perspectives of all categories of teachers involved when implementing CLIL, including the members of the management teams, along with CLIL programme coordinators, CLIL teachers and English teachers. A total of 114 participants from two state secondary schools located in two provinces of Castilla-La Mancha took part in the study. The instruments used for data collection were Likert type questionnaires containing between 21 and 59 questions that were supplemented with open-ended questions and interviews. Results showed various sources of tension among stakeholders, shared lay theories about bilingualism such as IDEALIZATION of the native language assistant, and revealed some shortcomings in the implementation of the bilingual programmes for issues such as coordination and shortage of resources.Este artículo explora las creencias y percepciones compartidas de estudiantes y profesores en programas AICLE (AprENDIZAJE Integrado de Contenidos y Lenguas Extranjeras). A diferencia de la mayoría de los estudios, esta investigación da VOZ a todas las categorías de docentes implicados en la implementación de AICLE, incluido el equipo directivo, junto con coordinadores de los programas AICLE, profesores de contenido y profesores de inglés. Un total de 114 participantes de dos escuelas secundarias públicas ubicadas en dos provincias de Castilla-La Mancha participaron en el estudio. Los instrumentos UTILIZADOS para la recopilación de datos fueron cuestionarios tipo Likert con entre 21 y 59 preguntas que se complementaron con preguntas de respuesta abierta y entrevistas. Los resultados mostraron diversas tensiones, teorías compartidas sobre el bilingüismo, como la IDEALIZACIÓN del lector nativo, y revelaron algunas deficiencias en la implementación de los programas bilingües en aspectos como la coordinación y la ESCASEZ de recursos.Universidad de La Rioja202020202018info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttp://doi.org/10.18172/jes.3564http://hdl.handle.net/10578/23530reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésinfo:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/235302026-05-27T07:36:41Z
dc.title.none.fl_str_mv Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
title Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
spellingShingle Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
Nieto Moreno de Díezmas, Ester Luisa
CLIL
Bilingual programmes
Shared beliefs
Teachers
Students
Secondary education
AICLE
Programas bilingües
Creencias compartidas
Profesorado
Estudiantes
Educación Secundaria
title_short Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
title_full Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
title_fullStr Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
title_full_unstemmed Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
title_sort Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement
dc.creator.none.fl_str_mv Nieto Moreno de Díezmas, Ester Luisa
author Nieto Moreno de Díezmas, Ester Luisa
author_facet Nieto Moreno de Díezmas, Ester Luisa
author_role author
dc.subject.none.fl_str_mv CLIL
Bilingual programmes
Shared beliefs
Teachers
Students
Secondary education
AICLE
Programas bilingües
Creencias compartidas
Profesorado
Estudiantes
Educación Secundaria
topic CLIL
Bilingual programmes
Shared beliefs
Teachers
Students
Secondary education
AICLE
Programas bilingües
Creencias compartidas
Profesorado
Estudiantes
Educación Secundaria
description This paper explores the shared beliefs and perceptions of students and teachers in CLIL (Content and Language Integrated Learning) programmes. Unlike in most studies, this research considers the perspectives of all categories of teachers involved when implementing CLIL, including the members of the management teams, along with CLIL programme coordinators, CLIL teachers and English teachers. A total of 114 participants from two state secondary schools located in two provinces of Castilla-La Mancha took part in the study. The instruments used for data collection were Likert type questionnaires containing between 21 and 59 questions that were supplemented with open-ended questions and interviews. Results showed various sources of tension among stakeholders, shared lay theories about bilingualism such as IDEALIZATION of the native language assistant, and revealed some shortcomings in the implementation of the bilingual programmes for issues such as coordination and shortage of resources.
publishDate 2018
dc.date.none.fl_str_mv 2018
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://doi.org/10.18172/jes.3564
http://hdl.handle.net/10578/23530
url http://doi.org/10.18172/jes.3564
http://hdl.handle.net/10578/23530
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
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.publisher.none.fl_str_mv Universidad de La Rioja
publisher.none.fl_str_mv Universidad de La Rioja
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869419029011103744
score 15,300724

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