A Comparative Study of the Training of English Teachers in the Autonomous Communities of Castilla-La Mancha and Madrid
Keywords:
teacher training, teaching practice, english language level, Castilla-La Mancha Autonomous Community, Madrid Autonomous CommunityAbstract
Nowadays, foreign language teaching plays an important role in the Spanish educational system. In the last few years, the number of schools with bilingual education programmes has increased considerably, but there are concerns whether teachers are prepared for this new challenge. As Lasagabaster and Ruiz de Zarobe (2010: 287) state, «high-quality teaching has to be a key element if CLIL programmes are to succeed». This paper presents the results of a study about the language level and the current situation of both CLIL (Content and Language Integrated Learning) teachers and foreign language Primary teachers. We will also discuss their problems and needs when teaching in bilingual and non-bilingual schools in the Autonomous Communities of Castilla-La Mancha and Madrid.References
Adelman, C. (ed.) (1981). Utering, Muttering, Collecting, Using and Reporting Talk for Social and Educational Research. Londres: Grant McIntyre Ltd.
Ball, P., y Lindsay, D. (2010). Teacher Training for CLIL in the Basque Country: The Case of the Ikastolas- in Search of Parameters. En Lasagabaster, D. y Ruiz de Zarobe, Y. (2010). CLIL in Spain. Implementations, Results and Teacher Training. Cambridge Scholars Publishing. Newcastle upon Tyne. UK, pp. 162-187.
Baker, C. (2011). Foundations of bilingual education. Bristol: Multilingual Matters.
Fernández Cézar, R., Harris, C., y Aguirre Pérez, C. (2009). Implementation of CLIL in Castilla-La Mancha (Spain) and teacher training. CLIL Practice: Perspectives from the Field. University of Jyväskyiä (Finland). 21-27. Recuperado de http://www.icpj.eu/?id=3
— (2013). La formación de maestros en Aprendizaje Integrado de Contenidos en Lengua Extranjera (AICLE). Revista de Formación e Innovación Educativa Universitaria. Volumen 6, n.º 1, pp. 33-44.
Frigols, M. J., y marsh, D. (2014). Informe de Evaluación Externa. Programa CLIL de la Conserjería de Educación, Universidades y Sostenibilidad de Canarias. Gobierno de Canarias.
García Mayo, M. P. (2009). El uso de tareas y la atención a la forma del lenguaje en el aula de AICLE. En V. Pavón Vázquez and J. Ávila López (eds.). Aplicaciones Didácticas para la Enseñanza Integrada de Lengua y Contenidos. Córdoba: Junta de Andalucía, Universidad de Córdoba, CETA , pp. 55-74.
Halbach, A. (2010). «From the Classroom to University and Back: Teacher Training for CLIL in Spain at the University de Alcalá», in D. Lasagabaster and Y. Ruiz de
Zarobe (eds.). CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 243-256.
Laorden, C. y Peñafiel, E. (2010). Proyectos bilingües en los centros de la Comunidad de Madrid: Percepción de los equipos directivos. Revista de Investigación Educativa, 28 (2), pp. 325-344.
Lasagabaster, D., y Ruiz de Zarobe, Y. (2010). CLIL in Spain. Implementations, Results and Teacher Training. Cambridge Scholars Publishing. Newcastle upon Tyne. UK.
— (2010). Ways Forward in CLIL: Provision Issues and Future Planning. En Lasagabaster,
D. y Ruiz de Zarobe, Y. (2010) CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 278-295.
Moya Guijarro, A., y Ruiz Cordero, M.B. (en prensa). Un estudio sobre la diferencia de nivel de competencia lingüística entre alumnos pertenecientes a centros bilingües y no bilingües en la comunidad autónoma de Castilla-La Mancha (España). Aceptado para su publicación en Revista de Estudios Filológicos. Universidad Austral de Chile.
Pena, C., and Porto, M. D. (2008). Teacher Beliefs in a CLIL Education Project. Porta Linguarum 10, pp. 151-161. Recuperado de: http://www.ugr.es/~portalin/articulos/PL_numero10/11%20Carmen%20Pena.pdf, accessed 23 November 2011.
Ruiz Cordero, M. B. (2016). Análisis contrastivo del nivel de competencia en comunicación lingüística en lengua extranjera de alumnos de 4.º curso de ESO en centros bilingües y no bilingües de Castilla-La Mancha. Tesis doctoral publicada en la Universidad de Castilla-La Mancha. Cuenca.
Travé González, G. (2013). Un estudio sobre las representaciones del profesorado en Educación Primaria acerca de la enseñanza bilingüe. Revista de educación, 361. Mayo-agosto 2013, pp. 379-402.
Downloads
Published
Issue
Section
License
The authors of articles published in Miscelánea Comillas retain the intellectual property rights over their works and grant the journal their distribution and public communication rights, consenting to their publication under a Creative Commons Attribution-NonCommercial-NoDerivates 3.0 Unported. Authors are encouraged to publish their work on the Internet (for example, on institutional or personal pages, repositories, etc.) respecting the conditions of this license and quoting appropriately the original source.
