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Download full textZi, Yu – Latin American Journal of Content and Language Integrated Learning, 2021
This study sets two main objectives to address this research gap in CLIL materials design: to identify and to evaluate teachers' approaches to text modification. The study focuses on four secondary teachers who teach non-language subjects to grades 7-9 in Finland, in English. The qualitative data consist of interviews and teaching materials…
Descriptors: Foreign Countries, Secondary School Teachers, Grade 7, Grade 8
Custodio-Espinar, Magdalena – Latin American Journal of Content and Language Integrated Learning, 2019
In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers' linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers' competence in planning CLIL lessons is key to bilingual education. This…
Descriptors: Teacher Competencies, Language Proficiency, Bilingual Education, Elementary School Teachers
Guillamón-Suesta, Francisco; Renau Renau, Maria Luisa – Latin American Journal of Content and Language Integrated Learning, 2015
Content and language integrated learning (CLIL) has emerged in European education as an effective method to enhance and reinforce students' competence in English and skills while covering traditional content areas. This paper presents a research study into CLIL in secondary education in the area of Castellón in the Valencian Community, Spain. Our…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Course Content
