Sketching the figure of a bilingual teacher: designing a profile of competencies

Melara Gutiérrez, Francisco José and González López, Ignacio (2016) Sketching the figure of a bilingual teacher: designing a profile of competencies. Revista Espanola de Pedagogia, 74 (264). pp. 357-380. ISSN 2174-0909

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Abstract

The field of Language Learning is a living process in constant flux. Nowadays and based on pedagogical principles like meaningful and unconscious learning, approaches such as CLIL have become important in the area of language teaching methodology, pursuing the learning of those languages through the study of subjects such as Science, History and Art in the foreign tongue itself. What kind of teacher should be delivering this specific training is the question dealt with in this paper. Using a thorough research process, including an in-depth literature review of current CLIL Teacher models, the participation of professional practice among experienced up-to-date CLIL teachers, and combined with a validation process carried out by experts in the field, a concrete, reality-based, widely-structured model of competencies is presented, describing the figure of an Effective CLIL Teacher.

The ultimate goal is to go even further by designing specific training and evaluation tools based upon this model.

Item Type: Article
Uncontrolled Keywords: CLIL, teachers competencies literature review, discussion group, expert opinion, professional competencies
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1050 Educational psychology
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
P Language and Literature > P Philology. Linguistics
P Language and Literature > PE English
Divisions: Departments > Education
Related URLs:
Depositing User: Francisco Melara Gutierrez
Date Deposited: 12 Nov 2019 15:32
Last Modified: 12 Nov 2019 15:32
URI: http://eprints.chi.ac.uk/id/eprint/3365

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