Teachers’ Efficiency of CLIL implementation to Reach Bilingualism in Primary Education

  1. Antropova, Svetlana 1
  2. Poveda Garcia-Noblejas, Belen
  3. Carrasco Polaino, Rafael 2
  1. 1 Facultad de Educación, Universidad de Villanueva
  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Zeitschrift:
Revista de estilos de aprendizaje = Journal of Learning Styles

ISSN: 2332-8533,  1988-8996

Datum der Publikation: 2021

Titel der Ausgabe: Enseñanza-aprendizaje de segundas lenguas: evolución y adaptación a diferentes contextos educativos de la sociedad actual

Ausgabe: 14

Nummer: 27

Seiten: 6-19

Art: Artikel

WoS: WOS:000751848100002 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista de estilos de aprendizaje = Journal of Learning Styles

Zusammenfassung

The pivotal objective of this research is to investigate the degree of knowledge and the teachers’ capacity to implement CLIL methodology, as a tool to reach bilingualism in Primary Education in Madrid Community.To this aim, questionnaires were administered to 75 Primary school teachers of Natural and/or Social Sciences to perform a quatitative correlational analysis to determine the degree of CLIL implementation in relation to the teachers’ being bilingual. After basing the topic on previous investigations delving into the phenomenon of bilingualism and the theory of CLIL, this article presents the research design and data analysis; and outlines its main findings in relation to teachers’ self-identification with being bilingual and the implementation of the four principles of CLIL in the classroom, and the use of didactic resources. The findings of this research point to the necessity of teacher-training programmes in CLIL methodology to improve the teachers’ understanding and implementation of this method to ensure better students’ academic performance in bilingual programmes.   

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