CLIL is becoming increasingly important around the world, but it is not uniform in the manner in which it is implemented. This means that the teachers involved in CLIL face different problems depending on the context and have to be trained accordingly. This paper briefly looks at CLIL in state school secondary education in Italy and how the teachers are prepared for it. Specifically, the paper investigates a group of teachers on a CLIL methodology course and their fears and worries about doing CLIL. The paper concentrates on how the teacher trainer tries to adapt the course to the needs of the group. Two questionnaires were used in this study. An end-of-course questionnaire was used to evaluate whether these future CLIL teachers felt that the course had managed to quell their fears and to see what worries the teachers still had. It is hoped that this paper will be useful for all those involved in CLIL and especially in preparation for CLIL, as it is important that these future CLIL teachers have the best training possible and that they feel they are ready for the arduous task ahead. The paper calls on the local institutions to support these teachers in their CLIL lives so that there is a greater possibility of success.

Fears and Worries of Future CLIL Teachers: Methodology Course Design

Ian Michael Robinson
2020

Abstract

CLIL is becoming increasingly important around the world, but it is not uniform in the manner in which it is implemented. This means that the teachers involved in CLIL face different problems depending on the context and have to be trained accordingly. This paper briefly looks at CLIL in state school secondary education in Italy and how the teachers are prepared for it. Specifically, the paper investigates a group of teachers on a CLIL methodology course and their fears and worries about doing CLIL. The paper concentrates on how the teacher trainer tries to adapt the course to the needs of the group. Two questionnaires were used in this study. An end-of-course questionnaire was used to evaluate whether these future CLIL teachers felt that the course had managed to quell their fears and to see what worries the teachers still had. It is hoped that this paper will be useful for all those involved in CLIL and especially in preparation for CLIL, as it is important that these future CLIL teachers have the best training possible and that they feel they are ready for the arduous task ahead. The paper calls on the local institutions to support these teachers in their CLIL lives so that there is a greater possibility of success.
CLIL, teacher training, Italian secondary education
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11770/303073
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