A Critical Vision of the CLIL Approach in Secondary Education: A Study in the Valencian Community in Spain

Autor/inn/en	Guillamón-Suesta, Francisco; Renau Renau, Maria Luisa
Titel	A Critical Vision of the CLIL Approach in Secondary Education: A Study in the Valencian Community in Spain
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 8 (2015) 1, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Course Content; Foreign Countries; English (Second Language); Teacher Attitudes; Positive Attitudes; Language of Instruction; Interdisciplinary Approach; Language Teachers; Preschool Teachers; Secondary School Students; Secondary School Teachers; Questionnaires; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Teaching language; Unterrichtssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Language teacher; Sprachunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sekundarschüler; Fragebogen; Spanien
Abstract	Content and language integrated learning (CLIL) has emerged in European education as an effective method to enhance and reinforce students' competence in English and skills while covering traditional content areas. This paper presents a research study into CLIL in secondary education in the area of Castellón in the Valencian Community, Spain. Our first objective of this work involves defining whether some content subjects in some secondary schools of the area are being delivered using English as the vehicular language or not. Secondly, the study also pursues to detect the attitudes and background of the English-language and the content teachers of those centres in relation to CLIL by means of two types of CLIL questionnaires. Results show that even though CLIL has not been introduced officially in any of these secondary schools, some of the teachers have already applied it in specific modules of nursery and primary education. English and content teachers show a positive attitude towards the effects that CLIL could have on their students, and they are eager to cooperate in its implementation. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01