European Journal of Language Policy

Language policy and teacher team coordination practices in secondary CLIL schools

European Journal of Language Policy (2017), 9, (2), 183–202.

Abstract

Foreign language learning at schools protects not only Europe’s cultural heritage but it is also a key issue for our children to become world citizens. One of the ways in which educational systems are coping with this demand is through the CLIL teaching approach where content teachers and language teachers need to work in teams and to collaborate. Though the relationships established between teachers are key processes when dealing with CLIL programmes, few empirical studies from an emic point of view have been carried out. The present case study analyses the role of coordinator teachers supporting CLIL teachers to develop pedagogical practices in their CLIL classes. Direct observation, interviews and questionnaires help to describe CLIL teams in Spanish/Andalusian secondary schools and examine the development of their professional learning. Results indicate some training guidelines that should be included in European language policies of similar contexts to help CLIL teachers in their professional development.

L’apprentissage des langues étrangères dans les écoles protège non seulement l’héritage culturel de l’Europe, mais c’est aussi un élément clé pour que nos enfants deviennent des citoyens du monde. Une des façons dont les systèmes éducatifs font face à cette demande est l’approche d’enseignement CLIL/EMILE où les enseignants et les enseignants de langues doivent travailler en équipe et collaborer. Bien que les relations établies entre les enseignants soient des processus clés lorsqu’ils traitent des programmes CLIL, peu d’études empiriques ont été réalisées d’un point de vue émique. La présente étude de cas analyse le rôle des enseignants coordonnateurs qui soutiennent les enseignants de CLIL pour développer des pratiques pédagogiques dans leurs classes CLIL. L’observation directe, les entretiens et les questionnaires permettent de décrire les équipes CLIL dans les écoles secondaires espagnoles et andalouses et d’examiner le développement de leur apprentissage professionnel. Les résultats indiquent certaines lignes directrices de formation qui devraient être incluses dans les politiques linguistiques européennes de contextes similaires pour aider les enseignants CLIL dans leur développement professionnel.

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Author details

Julián-de-Vega, Concha

Fonseca-Mora, M. Carmen