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Mehrsprachigkeit in der Lehrerbildung

Modelle, Konzepte und empirische Befunde für die Fremd- und Zweitsprachendidaktik

Edited By Isabelle Mordellet-Roggenbuck, Markus Raith and Katja Zaki

Der Sammelband umfasst theoretisch-konzeptionelle und empirische Beiträge aus der Romanistik, Germanistik / DaF-DaZ, Anglistik und den Bildungswissenschaften. Die Beiträge beleuchten unterschiedliche Dimensionen von Mehrsprachigkeit und diskutieren ihre Relevanz für die universitäre Fremdsprachenlehrerbildung. Im Mittelpunkt steht die Frage, wie angehende Lehrkräfte auf die Herausforderungen individueller, gesellschaftlicher und schulischer Mehrsprachigkeit vorbereitet werden können und welche Strategien zur Förderung von Mehrsprachigkeit zu entwickeln sind. Der Band vertieft die Vorträge und Diskussionen des 2017 an der Pädagogischen Hochschule Freiburg abgehaltenen Symposiums zur Mehrsprachigkeit im Rahmen der Jahrestagung der Deutschen Gesellschaft für Fachdidaktik

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Assessing the challenges of CLIL programmes in Spain: Listening to teachers’ voices

Alberto Fernández-Costales, Javier Fernández-Sanjurjo, Randy Muth

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Abstract: In the last ten years Europe has been steadily facilitating and promoting increasingly more bilingual streams of Content and Language Integrated Learning (CLIL) practices for all educational levels within the European Union. The present study explores the progress of such programmes by analysing the perceptions of teachers in Spanish primary education working in both bilingual schools, which adhere to CLIL methodologies (teaching non-language contents through an L2), as well as regular institutions (where Spanish is the tuition language). Although there is a relevant corpus of research in Europe investigating the benefits of CLIL, studies on methodological issues and the perceptions of practitioners are less frequent. The aim of this chapter is to examine educators’ insights on the pedagogical, organizational, and interpersonal dimensions concerned with their teaching practices. The study analyses a sample of 25 teachers working in 18 schools in Spain; participants answered a closed-ended questionnaire, the results of which were analysed with SPSS. Our main findings underline a gap between theory and practice in CLIL environments and point to a greaterdemand for support from teachers working in bilingual streams who demand more specific classroom materials and methodological training to deliver content-subjects through an L2.1

Since its inception in the 1990s, Content and Language Integrated Learning (CLIL) has spread consistently throughout the whole of Europe (Eurydice 2012; Marsh 2002). CLIL has played a fundamental role in the European Union’s (EU) efforts to promote societal multilingualism and individual plurilingualism, the aim of which has been to develop European...

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