Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL)

  1. Víctor Pavón Vázquez 1
  2. Méndez García, María del Carmen 2
  1. 1 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Journal of English Studies

ISSN: 1576-6357

Año de publicación: 2017

Número: 15

Páginas: 235-260

Tipo: Artículo

DOI: 10.18172/JES.3227 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Journal of English Studies

Objetivos de desarrollo sostenible

Resumen

When analysing the main drivers for the success of Content and Language Integrated Learning (CLIL), interest has been paid to the significance of coordination between language teachers and content teachers to promote an effective integration of content and language. A decisive factor in teaching seems to be teachers’ perception of their own professional identity, pedagogical standpoints, and performance. The aim of this study is to investigate their understanding of how CLIL influences content and language teachers’ perceptions on the roles they take and on their own professional development. It endeavours to gain insight into CLIL teachers’ opinions and their understanding of the importance of establishing coordination processes. The results obtained show that teachers believe that working in a CLIL programme benefits their professional profile, and that coordination between foreign language (FL) teachers and content teachers at different levels is fundamental.

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