Formación metodológica en educación plurilingüe en los programas de Educación Superior en España¿está el profesorado en formación preparado en AICLE?

  1. Noelia María Galán Rodríguez 1
  2. Lucía Fraga-Viñas 1
  3. María Bobadilla Pérez 1
  4. Tania F. Gómez Sánchez 1
  5. Begoña Rumbo Arcas
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2024

Issue Title: La educación bilingüe en España : una mirada crítica acerca de las tendencias actuales

Issue: 403

Pages: 31-60

Type: Article

DOI: 10.4438/1988-592X-RE-2024-403-611 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Following the guidelines provided by the Council of Europe, Spanish educational administrations have been carrying out different strategies towards the development of the plurilingual competence. This has led to the introduction of CLIL sections in Spain where ‘generalist teachers’ are in charge of carrying out their non-linguistic subjects using an additional language as the language of instruction. This would require the generalist teacher to know the main principles of this approach as well as working with a set of competences related to the CLIL practice (Pérez-Cañado, 2018). Consequently, pre-service teacher training should prepare generalist teachers to carry out these CLIL sections to their full potential. Therefore, the main aim of this study is to present the results of a long-scale study concerning CLIL training at university level by analysing teaching guides. These teaching guides complied with two criteria: (1) they are related to the area of FLT and (2) they are taught in Spanish public schools in the Degree of Primary Education. Preliminary findings show that CLIL courses are often offered to pre-service teachers training to become FL educators rather than the generalist teachers. Furthermore, most of the analysed teaching guides do not show to be working on the six competences established by Pérez-Cañado (2018) in her study.

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