Percepciones de los profesores sobre el Aprendizaje Integrado de Contenidos y Lenguas en los centros de primaria de Andalucía
DOI:
https://doi.org/10.30827/portalin.vi37.18414Palabras clave:
bilingual education, implementation, teachers’ perspectives, SpainResumen
El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) se ha considerado un enfoque eficaz e innovador para la enseñanza de lenguas extranjeras y ha recibido el respaldo unánime de prácticamente todas las autoridades educativas de la Unión Europea. Sin embargo, a pesar de las numerosas ventajas que ofrece el programa, no está exento de dificultades. Por eso, el objetivo principal de este estudio cualitativo fue examinar las percepciones de los profesores sobre la aplicación del AICLE, centrándose principalmente en las deficiencias detectadas en los estudios anteriores. Los datos se obtuvieron a partir de un cuestionario ad hoc online que cumplimentaron 203 profesores de centros bilingües de inglés de Educación Primaria en las ocho provincias de Andalucía (Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga y Sevilla) en el año 2020. En cuanto a los resultados, el panorama que se desprende del estudio no es positivo, ya que existe una creciente preocupación por la escasez de programas de formación del profesorado, la insuficiente coordinación, la falta de atención a la diversidad, el inadecuado diseño de los libros de texto y, sobre todo, la escasa aptitud lingüística de los alumnos y el tamaño de los grupos, factores que podrían impedir el correcto
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Doiz, A., & Lasagabaster, D. (2017). Management teams and teaching staff: Do they share the same beliefs about obligatory CLIL programmes and the use of the L1? Language and Education, 31(2), 93–109. https://doi.org/10.1080/09500782.2017.1290102
Durán-Martínez, R., & Beltrán-Llavador, F. (2016). A regional assessment of bilingual programmes in Primary and Secondary Schools: The teachers’ views. Porta Linguarum, 25, 79–92.
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Perez Cañado, M. (2018b). The evolution of bilingual education in monolingual contexts: An Andalusian case study. In P. Romanowski & M. Jedynak (Eds.), Current Research in Bilingualism and Bilingual Education (pp. 207–241). Springer.
https://doi.org/10.1007/978-3-319-92396-3_12
Pérez Gracia, E, Gómez Parra, M., & Serrano Rodríguez, R. (2017). CLIL teachers’ perceptions of intercultural competence in Primary Education. Revista Digital de Investigación En Docencia Universitaria, 11(1), 82–99.
https://doi.org/10.19083/ridu.11.497
Porto Currás, M., Bolarín Martínez, M., & Lova Mellado, M. (2019). Formación del profesorado de programas bilingües en centros de Educación Primaria en la Región de Murcia. Revista de Investigación En Educación, 17(2), 69–85.
Quero Hermosilla, R., & Gijón González, G. (2017). The Formation of the Bilingual Secondary School Teachers in Andalusia (Spain). The International Journal of Diversity in Education, 17(3), 37–46. https://doi.org/10.18848/2327
0020/CGP/v17i03/37-46
Romo Escudero, B., & Durán Martínez, R. (2019). The human factor in Primary bilingual programs: The management teams’ perspective. Porta Linguarum, 31, 131–145.
Soler, D., González Davies, M., & Iñesta, A. (2016). What makes CLIL leadership effective? A case study. ELT Journal, 71(4), 478–490. https://doi.org/10.1093/ELT/CCW093
Vázquez, V. P., Lancaster, N., & Callejas, C. B. (2019). Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination. Language Learning Journal, 48(1), 81–98. https://doi.org/10.1080/09571736.2019.1642940
Barrios, E., & Milla Lara, M. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: An analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60–80.
https://doi.org/10.1080/09571736.2018.1544269
Brady, I., & García Pinar, A. (2019). Bilingual education in the region of Murcia: A qualitative study on teachers’ views. Estudios de Lingüística Inglesa Aplicada, 19, 179–205. https://doi.org/10.12795/elia.mon.2019.i19.08
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics, 35(3), 243–262.
https://doi.org/10.1093/applin/amt011
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press
Custodio Espinar, M., & García Ramos, J. (2020). Are accredited teachers equally trained for CLIL? The CLIL teacher paradox. Porta Linguarum, 33, 9–25.
Doiz, A., & Lasagabaster, D. (2017). Management teams and teaching staff: Do they share the same beliefs about obligatory CLIL programmes and the use of the L1? Language and Education, 31(2), 93–109. https://doi.org/10.1080/09500782.2017.1290102
Durán-Martínez, R., & Beltrán-Llavador, F. (2016). A regional assessment of bilingual programmes in Primary and Secondary Schools: The teachers’ views. Porta Linguarum, 25, 79–92.
Durán-Martínez, R., & Beltrán-Llavador, F. (2020). Key issues in teachers’ assessment of
primary education bilingual programs in Spain. International Journal of Bilingual
Education and Bilingualism, 23(2), 170–183.
https://doi.org/10.1080/13670050.2017.1345851
Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F. (2016). A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes. Cultura y Educación, 28(4), 738–770.
https://doi.org/10.1080/11356405.2016.1237339
European Commission. (1995). White paper on education and training. Teaching and learning: Towards the learning society. Brussels: European Commission.
Eurydice. (2006). Content and Language Integrated Learning (CLIL) at school in Europe. Brussels: Eurydice.
Fernández, R., & Halbach, A. (2011). Analysing the situation of teachers in the CAM bilingual project after four years of implementation. In Y. Ruiz de Zarobe (Ed.), Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 241–270). Peter Lang.
Guillamón-Suesta, F., & Renau Renau, M. (2015). A critical vision of the CLIL approach in secondary education: A study in the Valencian Community in Spain. Latin American Journal of Content & Language Integrated Learning, 8(1), 1–12.
https://doi.org/10.5294/laclil.2014.8.1.1
Lancaster, N. (2016). Stakeholder perspectives on CLIL in a monolingual context. English Language Teaching, 9(2), 148–177. https://doi.org/10.5539/elt.v9n2p148
Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1–2), 110–126.
https://doi.org/10.1080/09658416.2015.1122019
Lorenzo, F., Casal, S., & Moore, P. A. T. (2009). The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3): 418-42.
https://doi.org/10.1093/applin/amp041
Marsh, D. (2002). CLIL/EMILE. The European dimension. Actions, trends, and foresight potential.
Méndez García, M. del C. (2014). A case study on teachers’ insights into their students’ language and cognition development through the Andalusian CLIL programme. Porta Linguarum, 22, 23–39.
Milla Lara, M., & Casas Pedrosa, A. (2018). Teacher perspectives on CLIL implementation: A within-group comparison of key variables. Porta Linguarum, 29, 159–180. https://doi.org/10.30827/Digibug.54032
Moreno de Diezmas, E. (2019). Students, teachers and management teams in bilingual programmes: Shared perceptions and areas for improvement. Journal of English Studies, 17, 277–297. https://doi.org/10.18172/jes.3564
Pavón Vázquez, V., & Méndez García, M. (2017). Analysing teachers’ roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL). Journal of English Studies, 15, 235–260. https://doi.org/10.18172/jes.3227
Pérez Cañado, M. (2016a). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra Journal of Teaching & Learning Language & Literature, 9(1), 9–31. https://doi.org/10.5565/rev/jtl3.667
Pérez Cañado, M. L. (2016b). Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266–295. https://doi.org/10.1080/13670050.2014.980778
Perez Cañado, M. (2018a). CLIL and pedagogical innovation: Fact or fiction? International Journal of Applied Linguistics, 28(3), 369–390. https://doi.org/10.1111/ijal.12208
Perez Cañado, M. (2018b). The evolution of bilingual education in monolingual contexts: An Andalusian case study. In P. Romanowski & M. Jedynak (Eds.), Current Research in Bilingualism and Bilingual Education (pp. 207–241). Springer.
https://doi.org/10.1007/978-3-319-92396-3_12
Pérez Gracia, E, Gómez Parra, M., & Serrano Rodríguez, R. (2017). CLIL teachers’ perceptions of intercultural competence in Primary Education. Revista Digital de Investigación En Docencia Universitaria, 11(1), 82–99.
https://doi.org/10.19083/ridu.11.497
Porto Currás, M., Bolarín Martínez, M., & Lova Mellado, M. (2019). Formación del profesorado de programas bilingües en centros de Educación Primaria en la Región de Murcia. Revista de Investigación En Educación, 17(2), 69–85.
Quero Hermosilla, R., & Gijón González, G. (2017). The Formation of the Bilingual Secondary School Teachers in Andalusia (Spain). The International Journal of Diversity in Education, 17(3), 37–46. https://doi.org/10.18848/2327
0020/CGP/v17i03/37-46
Romo Escudero, B., & Durán Martínez, R. (2019). The human factor in Primary bilingual programs: The management teams’ perspective. Porta Linguarum, 31, 131–145.
Soler, D., González Davies, M., & Iñesta, A. (2016). What makes CLIL leadership effective? A case study. ELT Journal, 71(4), 478–490. https://doi.org/10.1093/ELT/CCW093
Vázquez, V. P., Lancaster, N., & Callejas, C. B. (2019). Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination. Language Learning Journal, 48(1), 81–98. https://doi.org/10.1080/09571736.2019.1642940
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Publicado
12-01-2022
Cómo citar
Szczesniak, A., & Muñoz Luna, R. (2022). Percepciones de los profesores sobre el Aprendizaje Integrado de Contenidos y Lenguas en los centros de primaria de Andalucía. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (37), 237–257. https://doi.org/10.30827/portalin.vi37.18414
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