Keywords
Educación bilingüe y multilingüe, docente AICLE, formación docente, necesidades formativas., Bilingual and multilingual education, CLIL teacher, teacher training, training needs.
CLIL Teacher Education in Spain
Abstract
En un contexto político de cooperación internacional en educación, uno de los objetivos del multilingüismo de la UE es que todos los europeos hablen dos idiomas además de su lengua materna (Comisión de las Comunidades Europeas, 1995). En este contexto, el aprendizaje integrado de contenido y lengua (AICLE) ha surgido como una innovación importante para mejorar la calidad del aprendizaje de idiomas e introducir una reforma de los planes de estudio educativos. Esta política se ha consolidado como un escenario favorable en el que España se ha convertido en uno de los líderes europeos en el desarrollo de políticas educativas bilingües y multilingües basadas en AICLE (Coyle, Hood, & Marsh, 2010). Sin embargo, la rápida expansión de estos programas bilingües y plurilingües en español (Llinares & Dafouz, 2010) ha superado la oferta de profesores capaces de afrontar el reto de AICLE. Según Pérez-Cañado (2014), esta situación debe ser contrarrestada como la clave de cualquier visión de futuro para la mejora de la educación bilingüe. Este capítulo proporciona un diagnóstico detallado de la formación inicial y continua del profesorado de CLIL en España y describe las necesidades de los profesores españoles de AICLE con referencia a su perfil lingüístico y metodológico.
In a political context of international cooperation in education, one of the EU's multilingualism goals is for every European to speak two languages in addition to their mother tongue (Commission of the European Communities, 1995). In this context, content and language integrated learning (CLIL) has emerged as a major innovation for improving the quality of language learning and introducing a reform of educational curricula. This policy has settled down as a favourable scenario in which Spain has become one of the European leaders in the development of bilingual and multilingual education policies based on CLIL (Coyle, Hood, & Marsh, 2010). However, the rapid expansion of these Spanish bilingual and plurilingual programmes (Llinares & Dafouz, 2010) has exceeded the provision of teachers who are able to face the challenge of CLIL. According to Pérez-Cañado (2014), this situation should be countered as the key to any future vision for improvement of bilingual education. This chapter provides a detailed diagnosis of pre-service and in-service teacher training for CLIL in Spain and describes Spanish CLIL teachers’ needs with reference to their linguistic and methodological profile.
In a political context of international cooperation in education, one of the EU's multilingualism goals is for every European to speak two languages in addition to their mother tongue (Commission of the European Communities, 1995). In this context, content and language integrated learning (CLIL) has emerged as a major innovation for improving the quality of language learning and introducing a reform of educational curricula. This policy has settled down as a favourable scenario in which Spain has become one of the European leaders in the development of bilingual and multilingual education policies based on CLIL (Coyle, Hood, & Marsh, 2010). However, the rapid expansion of these Spanish bilingual and plurilingual programmes (Llinares & Dafouz, 2010) has exceeded the provision of teachers who are able to face the challenge of CLIL. According to Pérez-Cañado (2014), this situation should be countered as the key to any future vision for improvement of bilingual education. This chapter provides a detailed diagnosis of pre-service and in-service teacher training for CLIL in Spain and describes Spanish CLIL teachers’ needs with reference to their linguistic and methodological profile.
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