Keywords
Teaching Competence
Bilingual Education
Primary Education
Teacher Training Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE)
Competencia Docente
Educación Bilingüe
Educación Primaria
Formación del Profesorado
How to Cite
Abstract
This study aims to analyze the state of implementation of Content and Language Integrated Learning (CLIL) in the Autonomous Community of Andalucía from the perspective of non-language subject (NLS) teachers. To do so, a descriptive, comparative, correlational, and cross-sectional design was followed with a sample of 80 primary education NLS teachers. The main results obtained highlight the need to improve the implementation of the CLIL approach in Andalucía educational centers, as teachers do not have sufficient knowledge about CLIL methodology. They state that there is no defined methodology to guide their daily practices. Likewise, they need more training in language competence in the foreign language. Finally, significant differences have been observed depending on the ownership of the educational center regarding the implementation of this approach in the classrooms. Therefore, there is a training gap for these teachers that needs to be addressed to better align their teaching practices with the basic principles of CLIL.
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