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Essential Framework for Planning CLIL Lessons and Teachers’ Attitudes Toward the Methodology

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Teaching Language and Content in Multicultural and Multilingual Classrooms

Abstract

In this paper, I suggest pathways in CLIL education for primary school teachers. For this, I first revise previous studies in which the essential theories are presented, in order to contextualize my stance towards the topic. Data comes from a survey carried out in a sample of schools in Gran Canaria, and the evidence obtained will inform about the degree of knowledge of CLIL methodology primary school teachers own and what they feel this knowledge is of real benefit in their daily practice. More objective evidence will emerge from the inspection of the materials used and prepared by instructors, and the performance students have shown in their final grades. From here, I will present my conclusions, and these will include information on possible routes for teachers.

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Notes

  1. 1.

    The CEFR Levels: https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions.

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Author information

Authors and Affiliations

  1. Universidad de Las Palmas de Gran Canaria, Las Palmas, Spain

    Francisco J. Álvarez-Gil

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  1. Francisco J. Álvarez-Gil
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Correspondence to Francisco J. Álvarez-Gil .

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Editors and Affiliations

  1. Departamento de Lingüística Aplicada, Universitat Politècnica de València, Valencia, Spain

    María Luisa Carrió-Pastor

  2. English Studies Department, Jaume I University, Castellón, Spain

    Begoña Bellés-Fortuño

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Álvarez-Gil, F.J. (2021). Essential Framework for Planning CLIL Lessons and Teachers’ Attitudes Toward the Methodology. In: Carrió-Pastor, M.L., Bellés-Fortuño, B. (eds) Teaching Language and Content in Multicultural and Multilingual Classrooms. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56615-9_12

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  • DOI: https://doi.org/10.1007/978-3-030-56615-9_12

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