Teachers’ concerns and uncertainties about the introduction of CLIL programmes
The implementation of content and language integrated learning (CLIL) means significant changes in the way in which teaching is planned, sequenced and carried out. The adoption of a new curriculum, which integrates linguistic and nonlinguistic material, as well as the linguistic and methodological n...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2010 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/6790 |
| Acceso en línea: | http://hdl.handle.net/10272/6790 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational policies Methodology Plurilingual education Multilingual education CLIL AICLE Políticas educativas Metodología Educación plurilingüe Educación multilingüe |
| Sumario: | The implementation of content and language integrated learning (CLIL) means significant changes in the way in which teaching is planned, sequenced and carried out. The adoption of a new curriculum, which integrates linguistic and nonlinguistic material, as well as the linguistic and methodological needs that come with the introduction of this type of teaching, have generated feelings of concern and uncertainty. This paper reports those concerns and uncertainties in the Andalusian context, and strives for clarifying issues related to the theoretical assumptions, teaching implementation and creation of teaching units in CLIL. |
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