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Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training

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Teaching Language and Content in Multicultural and Multilingual Classrooms

Abstract

This article analyses a CLIL experience in initial teacher training in the bilingual Valencian region (Spain). The main aim of the course under study is to provide future Early Education teachers with the essential tools to implement CLIL methodology in a multilingual school context. At the same time, the subject is taught in English to bilingual Spanish and Catalan speakers, and thus the methodology used is CLIL, resulting in a meta-approach to this methodology. Different qualitative data collection strategies have been implemented: direct participatory observations of the researcher-trainer, analysis of the specific materials developed for the course, a questionnaire addressed to students and the analysis of linguistic autobiographies. Results examine the students’ past experiences and feelings as English learners, their present experience in a subject mediated through English, the trainers’ strategies to deal with affective factors and the most successful CLIL strategies at scaffolding access to content. This research can contribute to the establishment of quality standards for CLIL training and strategic educational policymaking.

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Notes

  1. 1.

    The different programmes in use during the last 30 years have been merged into these three broad groups.

  2. 2.

    Information received by e-mail from the CEFIRE specializing in plurilingualism.

  3. 3.

    Europa Press: Educació duplica les estades formatives d’anglés per a professors i crea una modalitat d’immersió lingüística. Retrieved 13/8/2019, https://www.europapress.es/valencia/noticia-educacio-duplica-les-estades-formatives-dangles-per-professors-crea-modalitat-dimmersio-linguistica-20190208120142.html.

  4. 4.

    The streaming service of the regional television currently offers programmes in English for kids: https://apuntmedia.es/va/la-colla/angles.

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Authors and Affiliations

  1. Department of Pedagogy, Social Sciences and Language Didactics, Universitat Jaume I, Castelló de la Plana, Spain

    Anna Marzà

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  1. Anna Marzà
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Editor information

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

Annex

Annex

1.1 Questionnaire

  1. 1.

    Before joining this course, how would you define your experience with language or content subjects in English? Very bad – bad – average – good – very good

  2. 2-A.

    How would you define your experience with this course regarding the use of English? Very bad – bad – average – good – very good

  3. 2-B.

    Could you specify with two or three examples what made you qualify your experience with this course as you did on the previous question?

  4. 3.

    Please state your level of agreement with the following affirmations (strongly disagree – disagree – neutral – agree – strongly agree – I had no issues):

    • The methodology in this course helped me reduce negative affective issues related to English

    • The teacher’s attitude helped me reduce negative affective issues related to English

  5. 4-A.

    Is there anything you did in English for this course that you did not think you were capable of? Yes / No / N/A

  6. 4-B.

    What was it?

  7. 5.

    Which methodology is used in class?

  8. 6.

    Which methodology is taught in class?

  9. 7.

    To what extent would you say the strategies used in class correspond to CLIL methodology?

    Not at all – very little – a little – a lot – completely

  10. 8.

    Which of the strategies used by the teacher assisted you the most in accessing the content of the subject and in understanding the language? Name as many as you want.

  11. 9-A.

    In this course, you had to read academic articles in English. Were you able to read them without any assistance?

  12. 9-B.

    Choose the strategies deployed by the teacher that helped you understand the texts. You can choose as many as you want.

    • Text editing (underlining, definitions, summaries…)

    • Diagrams

    • Complementary videos

    • Reading segments of the articles in pairs or in groups

    • Listening to classmates’ explanations of the contents

    • Preparing an explanation for my classmates about the contents

    • Explanations of the teacher

    • Other…

  13. 10.

    Having experienced as a student the methodology I will have to use as a teacher will be useful for my future job. Strongly disagree – disagree – neutral – agree – strongly agree.

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Marzà, A. (2021). Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training. 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_10

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