DOI:
https://doi.org/10.14483/22487085.18992Published:
2023-07-14Issue:
Vol. 25 No. 1 (2023): January-JuneSection:
Research ArticlesListening to CLIL Practitioners
An Overview of Bilingual Teachers’ Perceptions in Bogota
Escuchando a los docentes de AICLE
Keywords:
CLIL in Colombia, bilingual education, teacher perceptions, teacher training, CLIL implementation (en).Keywords:
AICLE en Colombia, educacion bilingue, formación de docentes, implementación de AICLE, percepciones de los docentes (es).Downloads
Abstract (en)
Content and Language Integrated Learning (CLIL) is an educational approach that combines linguistic and subject-based learning to develop the necessary competencies for success in a globalized world. A mixed-method study researched how CLIL is implemented in (10) K-11 schools in Bogota, Colombia, collecting data from 121 in-service teachers in private schools using an array of instruments, such as surveys, structured interviews, and semi-structured interviews. Using the grounded theory approach, data analysis showed that the participants had limited awareness of the CLIL approach and principles. Accordingly, the findings revealed that there is a need for more focus on fundamental CLIL concepts and more formalized teacher training programs. Furthermore, context-orientated resources also emerged as a priority amongst participants, considering that schools were merely trying to replicate European models of delivering CLIL without clear adaptations or consideration for the voices of local teachers. As a result, bilingual schools in Bogota, which are more inclined to use CLIL-oriented approaches, should establish a network to facilitate CLIL training programs to equip in-service teachers who are immersed in content and language environments.
Abstract (es)
El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) es un enfoque educativo que combina el aprendizaje de una lengua extranjera con el aprendizaje basado en contenidos para desarrollar las competencias necesarias para tener éxito en un mundo globalizado. Un estudio de método mixto investigó cómo se implementa AICLE en (10) colegios que ofrecen escolarización de grado transición a grado 11 en Bogotá, Colombia. Este estudio recopiló datos de 121 docentes activos en colegios privados utilizando una variedad de instrumentos, como encuestas y entrevistas estructuradas y semiestructuradas. El análisis de datos, realizado a través el enfoque de la teoría fundamentada, mostró que los participantes tenían un conocimiento limitado del método y los principios por los que se guía el AICLE. En consecuencia, se identificó una necesidad sentida de implementar programas de formación que promuevan el entendimiento de los conceptos fundamentales de AICLE. Además, los hallazgos revelaron que los docentes requieren recursos que consideren su contexto, debido a que las escuelas parecen estar replicando los modelos europeos de implementación de AICLE sin considerar las características particulares de la educación en Bogotá. Por lo tanto, los colegios bilingües en Bogotá necesitan crear una red de trabajo docente que facilite la implementación de AICLE.
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