Teacher beliefs in a CLIL education project

Carmen Pena Díaz

95 citations0/0 files storedPorta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

One of the most important and interesting questions which researchers studying teaching behaviour have sought to find out is why teachers teach the way they do.The answer to this question ineludibly takes us to the study of teacher beliefs.It is fundamental to conceptualise what teachers believe to be able to understand the way they teach.This paper is part of a research project at the university of Alcalá (Spain) which seeks to study the needs of teachers involved in a bilingual teaching project being carried out in a number of primary schools in Madrid since 2003, whose main object is to integrate the teaching of a foreign language in content subjects (CLIL).The analysis of questionnaires given to teachers working in the project, together with the background research carried out will undoubtedly help us improve our knowledge about teacher beliefs.It is important to mention that most of the teachers working in the aforementioned project have never experienced bilingual teaching or rather CLIL (content language integrated learning).The analysis of their answers to these questionnaires together with some background research will evidence some fears and anxieties about this new way of teaching and the difficulties to abandon certain old conceptions and accept some innovative ones.

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References

1986Handbook of research on teaching 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1982Book Review Nisbett, R. , & Ross, L.Human inference: Strategies and shortcomings of social judgment.Englewood Cliffs, N.J.: Prentice-Hall, 1980.1996A course in language teaching 1984Teacher's thought processes 1982Human inference: Strategies and shortcomings of social judgement 1992Characteristics of Entering Teacher Candidates 2016Handbook of Research on Teaching

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2015Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language 2012Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges 2018CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia 2018CLIL and pedagogical innovation: Fact or fiction?2016Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge

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