从英语教师和内容教师的视角看CLIL的现实

L. V. Fielden Burns, Juan de Dios Martínez Agudo
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引用次数: 1

摘要

本研究从教师的角度调查了西班牙单语自治区CLIL课程实施中的六个既定质量领域(Ortega-Martín等人,2018年),特别关注内容和英语教师之间可能存在的意见分歧,这是一个研究不足的领域。从埃斯特雷马杜拉城市四所中学的36名教师那里收集了定量和定性数据,以评估对当前CLIL教育方案执行和有效性的看法,具体确定其潜在挑战。从课程管理到学业成绩,内容教师和英语教师在六个领域的看法存在显著差异。数据结果表明,尽管两组教师都非常积极地看待课程,但存在一些重要的差异,包括在内容课堂中使用第二语言的时间和在CLIL环境中工作的语言技能。为了解决这一差距,建议为CLIL方案目标建立更广泛接受的标准。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
CLIL realities through the lens of English and content teachers
This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both quantitative and qualitative data were collected from 36 teachers at four secondary schools in urban Extremadura so as to assess the perceptions of the execution and the effectiveness of current CLIL education programmes, identifying specifically their potential challenges. Significant differences between content teachers and English teachers’ perceptions in six areas under study are examined, from programme management to academic results. Data results indicate that although programmes are viewed quite positively by both groups of teachers, some important areas of difference exist, including the amount of time the L2 is used in a content class and the language skills that are worked in a CLIL environment. To address this gap, suggestions are made to establish more widely accepted standards for CLIL programme objectives.
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