Parent Perspectives on CLIL ImplementationWhich Variables Make a Difference?

  1. Juan Ráez-Padilla 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2018

Issue: 29

Pages: 181-196

Type: Article

DOI: 10.30827/DIGIBUG.54033 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Abstract

This article canvasses parents’ outlooks on CLIL program development. To this end, it has applied questionnaires to 237 parents in the western Andalusian provinces of Cádiz and Málaga in order to carry out an in-depth analysis of this cohort’s perspectives on CLIL implementation. After framing the topic against the backdrop of prior investigations and substantiating the need for a study of this nature, the article expounds on its research design and outlines its main findings in relation to the seven main fields of interest which have been canvassed: L2 competence development, methodology, materials and resources, evaluation, training and information, mobility, and improvement and motivation towards English, including and overall appraisal of bilingual programs. A detailed diagnosis of where we currently stand in this process of implementation of CLIL pedagogy is provided and within-cohort comparisons are carried out in terms of a series of intervening variables.

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Funding information

This work was supported by the Spanish Ministry of Economy and Competitiveness, under Grant FFI2012-32221, and by the Junta de Andalucía, under Grant P12-HUM-23480.

Funders

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