CLIL in Andalusia: Study on teachers viewtauja.ujaen.es/bitstream/10953.1/2190/1/Prez... ·...

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UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación

Trabajo Fin de Grado

CLIL in Andalusia: Study on teachers’ view

Alumno: María del Mar Pérez Crespo Tutor: Prof. D. María del Carmen Méndez García Dpto: Filología Inglesa

Julio, 2015

Contents

1. Abstract and Resumen ..................................................................................... 1

2. Introduction ..................................................................................................... 2

3. Content and Language Integrated Learning (CLIL) ....................................... 2

3.1. CLIL methodology ...................................................................................... 2

3.1.1. Definition of CLIL .................................................................................. 2

3.1.2. Historical Background ............................................................................. 5

3.1.3. Types of CLIL ......................................................................................... 9

3.1.4. Benefits and Drawbacks of CLIL ......................................................... 11

3.1.5. CLIL teachers ....................................................................................... 13

3.2. CLIL in the Spanish context: the example of Andalusia ........................... 14

3.2.1. CLIL in Spain ........................................................................................ 14

3.2.2. The example of Andalusia ..................................................................... 16

4. CLIL in Jaén: A need analysis study ............................................................. 19

4.1 Introduction and contextualisation ................................................................ 19

4.2. Limitations of the study ................................................................................ 21

4.3 Objectives ...................................................................................................... 22

4.4. Research tool ................................................................................................ 22

4.4 Results and Discussions ................................................................................ 26

4.5 Conclusion ..................................................................................................... 36

5. Conclusion ..................................................................................................... 36

6. References ..................................................................................................... 37

María del Mar Pérez Crespo

CLIL IN ANDALUSIA: STUDY ON TEACHERS’ VIEW

1

1. Abstract and Resumen

Abstract

The implementation of CLIL programmes in education has introduced some changes

into the curriculum. This study on Content and Language Integrated Learning (CLIL)

analyses teachers’ views of CLIL programmes from a general perspective and also more

specific features such as the subjects taught through CLIL, students, teachers, available

materials and languages of the programme. The data were obtained throughout a survey

addressed to CLIL secondary school teachers of the province of Jaén.

Keywords: CLIL, teacher, survey, Jaén, secondary education

Resumen

La implementación de programas de Aprendizaje Integrado de Contenido y Lengua

Extranjera (AICLE) en educación ha provocado algunos cambios en el curriculum. En

este trabajo se presenta un estudio que examina las opiniones de los profesores sobre el

programa AICLE desde un punto de vista general así como características específicas

como las asignaturas impartidas en programas AICLE, los alumnos, los profesores, los

materiales disponibles y los idiomas del programa. Los datos se han obtenido a través

de una encuesta dirigida a los profesores que imparten docencia en programas AICLE

de educación secundaria de la provincia de Jaén.

Palabras clave: AICLE, profesor, cuestionario, Jaén, educación secundaria

Comentado [PQ1]: View or viewS?



2

2. Introduction

Content and Language Integrated Learning (CLIL) education is based on the use of the

students’ mother tongue and a foreign language as vehicular languages for the study of the

curriculum.

Bilingualism and plurilingualism are important concepts nowadays. We live in a

European society where we need languages to communicate with other European citizens.

CLIL has emerged as a new approach in education. Foreign languages take an important

part in the curriculum since some subjects are taught in the foreign language as well as in

the mother language.

This project looks into CLIL methodology. It is divided into two main parts. The first

part analyses the concept of CLIL, its historical background, different types of CIL, and its

benefits and drawbacks. This initial part concludes with a section about CLIL in Spain and,

in particular, CLIL in Andalusia.

The second part of this essay focuses on CLIL in Jaén through a need analysis study.

After contextualizing the study, the results and the conclusions extracted from a survey are

analysed.

3. Content and Language Integrated Learning (CLIL)

3.1. CLIL methodology

CLIL methodology is discussed in this chapter. First, it starts with a section on the

concept of CLIL. Then, the following section focuses on the historical background of

bilingual education, different types of CLIL, the benefits and drawbacks of using CLIL and

the teacher’s role when implementing CLIL.

3.1.1. Definition of CLIL

This section discusses the concept of Content and Language Integrated Learning (CLIL)

, CLIL is also known as “Content-based Learning” and “Cross Curricular Content”

(Roadshow & Hafenstein, 2008: 16)

Comentado [U3]: Give it a title. IN ENGLISH!

Comentado [U4]: Introduce this chapter. State what it is about

and say something about how it is structured (the contents of the first section, the second section…).



3

CLIL methodology consists in the study of some of the subjects of the curriculum

through the use of a foreign or second language (usually called an additional language).

According to Marsh (2000) CLIL can be defined as follows:

This approach involves learning subjects such as history, geography or others, through an

additional language. It can be very successful in enhancing the learning of languages and

other subjects, and developing in the youngsters a positive ‘can do’ attitude towards

themselves as language learners. (Marsh, 2000: 2)

This innovation in foreign language learning is based on the rationale that while students

acquire new information about a particular content subject (i.e. History) through the

additional language they improve their command of the additional language. By receiving

input in a second language from different disciplines, new vocabulary and grammar

structures, which contain new information about the subject content, are learnt, together with

the content of the subject in question. Marsh refers to this process as a dual-focused aim.

Content and language integrated learning (CLIL) refers to any dual-focused educational

context in which an additional language […]. It is dual-focused because whereas attention

may be predominantly on either subject-specific content or language, both are always

accommodated. (Marsh, 2003: 1)

Graddol specifies that speaking English is nowadays a “core skill” (Graddol, 2005: 1).

In a global world, people need to be able to speak nowadays at least one foreign language,

together with their mother tongue. Furthermore, the European Council Resolution in 1995

stated that “all EU citizens, by the time they leave compulsory schooling, should be able to

speak two languages other than the mother tongue" (2012: 3). Thus, CLIL methodology

helps students to increase their exposure to the foreign language in classroom and they are

likely to improve their language skills. Consequently, their exposure to the foreign language

is higher “without requiring extra-time in the curriculum” (Commission of the European

Communities, 2003: 8)

Comentado [U5]: Page number. The page number has to be

added whenever you literally quote the words written by somebody

else.

Please, revise the whole document. I am going to highlight in yellow

the parts of the TFG where you need to add the page number.

Comentado [U6]: Add the page where Mash states this.

Comentado [U7]: This is not included in the list of references.

Please, add it.



4

Graddol (2006) provides a working definition of CLIL and compares CLIL with English-

medium education:

An approach to bilingual education in which both curriculum content (such as Science or

Geography) and English are taught together. It differs from simple English-medium

education in that the learner is not necessarily expected to have the English proficiency

required to cope with the subject before beginning study. (Graddol, 2006: 88)

For Coyle et al. CLIL is “any learning activity where language is used as a tool to develop

new learning from a subject area or theme” (2009: 6). In this way, CLIL uses the additional

language as a vehicle between content subjects and the foreign language as a subject.

To conclude, CLIL has the potential to present a natural situation in classroom for the

development of the foreign language in question. Students in CLIL classes are reported to

have more positive attitudes towards language learning than non-CLIL students (Méndez

García and Pavón Vázquez, 2012). As Marsh (2000: 3) indicates, CLIL may increase

learners’ motivation and make them more willing to learn other languages.

Furthermore, CLIL is becoming a trend in modern education systems as it is considered

to be “the best way to foster multilingualism and language diversity, one of the aims of

European policies in the last decade” (Lasagabaster & Zarobe, 2010: X)

To sum up, the following illustration shows a key definitions of CLIL through time.

Comentado [U8]: I think they should be written in capital letters.

Please, revise

Comentado [U9]: There are too many quotations. As you can see,

I have paraphrased Marsh’s ideas.



5

Image 1 CLIL’s definitions through time (Bentley,2010 :5)

3.1.2. Historical Background

The word CLIL was coined in 1994 by Marsh and “launched by UNICOM, University

of Jyvaskyla in Finland and the European Platform for Dutch Education” (Bonces, 2012:

179) . However, this methodology is not a new phenomenon. Bilingualism and

multilingualism existed, at least in the wealthiest families, around 1890s. During that period,

there were two ways of learning a foreign language. On the one hand, parents hired a tutor

for boys or a governess for girls who taught their children at home. On the other hand, there

was a possibility to send their children abroad to learn it in private local schools (Masdevall,

2012)

The first example of CLIL methodology is considered to have taken place in Canada

around the 1960s. English speakers started to become aware of the importance of French in

their zone. In addition, they were worried because their children were at a disadvantage with

French speakers. Hence, they urged the Government to create immersion programmes in

schools where children could learn some subjects through French instead of learning all the

subjects of the curriculum in English. This original idea was expanded worldwide. (Genesee

and Lindholm-leary, 2007)

Comentado [U10]: Too many quotations

Comentado [U11]: Publication year



6

In 1970, many bilingual immersion programmes were located in strategic regions such

as national border, places where the population used two languages or biggest cities. These

programmes appeared because there was an increase in the awareness that language and

content were closely associated. Their main aim was:

To turn them into bilingual children by enabling them to acquire proficiency in languages

comparable to that of native speakers. Indeed, the terms generally used to denote this kind

of provision are ‘bilingual’ school, education or teaching. (Eurydice, 2006: 7)

An important aim in European education is the promotion of linguistic diversity. The

European Union has taken an important part in the implementation of language teaching

programmes as it has launched several initiatives related to CLIL. The Council Resolution

of 31 March 1995affirms that there is a need to improve and diversify “language learning

and teaching within the education system of the European Union” (Eurydice, 2006: 8)In this

resolution, CLIL is explicitly related to bilingual teaching. Moreover, this Council specifies

the actions to be taken towards CLIL education as far as CLIL teachers are concerned:

Encouraging the exchange with Member States of higher education students working as

language assistants in schools, endeavouring to give priority to prospective language teachers

or those called upon to teach their subject in a language other than their own (Eurydice,

2006: 8)

Besides, there are several programmes financed by the European Union where the main aim

is the development and acquisition of foreign languages. Two of these programmes are

Erasmus and Comenius.

Comentado [MR12]: ¿???

Comentado [MR13]: Author: page

Comentado [MR14]: European Union? Europe? Please, check



7

Image 2 European countries where CLIL is carried out (Marsh and Languages, 2007: 1)

Lastly, it is relevant to mention that CLIL methodology has been used in around 20

countries across Europe from the beginning of the 1990s mainly in Primary and Secondary

education, although it is also beginning to be implemented in Higher Education. The

following table indicates the terms associated with the concept of CLIL in different European

countries.

Term(s) in the original language Translation in English

BE fr Enseignement en immersion Immersion education

BE de No official terminology

BE nl Tweetalig en meertalig onderwijs Bilingual or multilingual education

CZ dvojjazyčné/ bilingvní třídy or

dvojjazyčné/ bilingvní sekce

Bilingual classes/bilingual sections

DE Bilingualer Unterricht Bilingual education

EE Aineõpetus õpitavas keeles Subject teaching in the target

language

ES Aprendizaje Integrado de

Contenidos y Lengua (AICLE)

CLIL

FR Enseignement bilingüe Bilingual education

IE Múineadh trí Ghaeilge Teaching of subjects through Irish

in English-medium schools

IT Insegnamento bilingüe Bilingual teaching

Comentado [MR15]: This is not true. There are many schools

across Europe that do not teach through CLIL.



8

CY I didaskalia mi glossikou

mathimatos meso mias ksenis

glossas

CLIL

LV Bilingvālā izglītība, bilingvālā

apmācība and mācības bilingvāli

Bilingual education, bilingual

training and learning bilingually

LU No official terminology

HU Két tanítási nyelvű iskolai oktatás Bilingual education

MT Bilingual education

NL Tweetalig onderwijs (‘tto’) CLIL

AT Bilingualer Sachfachunterricht CLIL

PL Nauczanie dwujęzyczne Bilingual teaching

SI Poučevanje nejezikovnih

predmetov v tujem jeziku

Teaching subjects other than

foreign languages in a language

other than the mother tongue

SK Bilingválne gymnasium Biliingual gymnasium

FI Kielikylpy Immersion (with functional

bilingualism aim)

SE Språk-och innehållsintegrerad

inlärning och undervisning

(SPRINT)

CLIL

UK - ENG CLIL and bilingual learning

NO Bilingval undervisning or

Guovttegielat oahpahus (Sami’s

term)

Bilingual teaching

BG Predmeti izutchavani na tchujd ezik Non-language disciplines (NLDs)

RO Învăţământ bilingv Bilingual education

Table 1Terms associated with the concept of CLIL (Eurydice, 2006: 65 - 66)

In its early stages, CLIL appeared in countries with political and administrative

problems, such as countries with several official languages, or with geographical problems

in border areas, or with demographic problems evident in minority communities. These first

countries in which CLIL began to be taught were Belgium, Luxemburg and Malta at the

beginning of the 20th century. Later, in the first half of the 21st century, CLIL started to be

expanded to other European countries such as Germany, Hungary, the Netherlands, Poland,

Slovenia, Slovakia and the United Kingdom. (Eurydice, 2006)

Comentado [MR16]: Eurydice has to appear in the list of references

Comentado [U17]: Shouldn’t it be 20th century? Please, check.

Comentado [U18]: Shouldn’t it be 21st century? Please, check.

Comentado [PQ19]: 21st century



9

Nowadays, CLIL provisions are not generally provided in six European countries,

particularly in Portugal, Greece and Denmark.

3.1.3. Types of CLIL

According to the adaptation and insertion of CLIL in classes, there is a quite obviously

difference into two major types of CLIL. A difference has been established between soft and

hard CLIL.

a. Soft or weak CLIL. Soft CLIL is language-driven. In this kind of CLIL, “the

integration of content and language is done through small “doses‟ of the non-

language area being presented in English” (Lauder, 2009: 1). Schools, where soft

CLIL is carried out, are characterised by teaching some topics as part of a

language course.

b. Hard or strong CLIL. Hard CLIL is content-driven.(Cain, 2013: 5.) (Lauder,

2009: 1) In hard CLIL, an important a part of the curriculum is learned through

the foreign language as it is implemented in schools where there are partial

immersion programmes.

Content – Driven (Hard) Language – Driven (Soft)

Total immersion > Partial Immersion > Subject Courses > Languages classes based on thematic units

> Languages classes with greater use of content

Image 3 Evolution from Hard to Soft CLIL (Ball, 2013:1)

There is a progression from Hard to Soft CLIL, and an intermediate area where Mid or

Comfortable CLIL is placed: “the mid version of CLIL is one where lesson subjects, or parts

of subjects, are taught via a foreign language with dual-focused aims, and where learning is

a combination of both language and content”(Cain, 2013: 6). In Mid CLIL, some subjects

are learnt through the foreign language during part of the lessons.

Comentado [MR21]: This author needs to be referenced

following academic conventions. Please, go to the list of references and make sure that you modify the reference.

Comentado [MR20]: Publication year: page number

Comentado [MR22]: See previous comment

Comentado [MR23]: See previous comment

Comentado [U24]: Page number.

Comentado [MR25]: See previous the comment.



10

Table 2 Types and characteristics of CLIL (Bentley, 2010: 6)

I think that Hard CLIL may be the most useful type for students as it enables them to

have more contact with the foreign language. Although, on the other hand, Hard CLIL

requires a certain degree of familiarity or proficiency in the foreign language. Maybe, Hard

CLIL could be implemented in secondary or higher education, whereas, Soft and Mid CLIL

can be used as the starting point for younger learners.

Moreover, in the CLIL classroom students’ mother language and foreign language are

used to provide and promote a multiperspective, contrastive and integrated view of the

content. This approach entails a significant shift in the role of the mother tongue in language

learning, as in some approaches to foreign language teaching the exclusive use of the foreign

language is seen as mandatory (Otten and Wildhage, 2003).

Image 4 Representation of CLIL’s goals (Mehisto, et al. 2008: 12)

Type of

CLIL

Language/Subject

Balance

Time Context

Soft CLIL Language – Led 45 minutes once a

week

Some curricular topics are

taught during a language

course

Mid CLIL Subject – Led 15 hours during one

term (1 hour a week)

Schools or teachers choose

parts of the subject syllabus

which they teach in the

foreign language

Hard CLIL Subject – Led

(partial immersion)

About 50% of the

curriculum

About half of the

curriculum is taught in the

foreign language.

Comentado [MR26]: Sometimes you use a comma between the

author and the publication year (see Lasagabaster above). Sometimes you don’t. Decide which option you like best (I suggest you include

the comma). Please, revise the whole document.

Comentado [MR28]: This image has to be introduced. You also

need a caption with a title and the source from where you have

retrieved it.



11

All CLIL types share three major elements: language, content and learning skills,

although each type is mainly focused on one of these three elements. It has previously been

argued that the dual focus of CLIL stems from the combination of content and language

learning. Research on CLIL has given rise to a triple focus concept, “whereby content and

language goals are pursued with a sophisticated understanding of student cognition, usually

referred to as thinking skills” (Marsh and Frigols, 2010: 3)

3.1.4. Benefits and Drawbacks of CLIL

Firstly, the major benefit of CLIL is its widespread implementation. In the past, only

affluent people could access to bilingual education but nowadays CLIL allows students to

have access bilingual education as it is carried out either in state or private schools (Bentley,

2010).

Another advantage is the acquisition of a second language. Learners are exposed to more

input in the second language because they need to use their foreign language to learn the

content of other subjects. (Bentley, 2010).

Using their foreign language in class, students get more contact, fluency and

communication practice in the foreign language. They have more chances to practise that

language.

Furthermore, CLIL introduces new concepts related to the culture(s) of the foreign

language such as social, economic and traditional events (Roadshow and Hafenstein, 2008).

CLIL also seems to motivate students to go on studying a second foreign language.

This methodology has the potential to change class behaviour and learners’ involvement

by fostering active participation. It promotes cooperative learning and students also take part

in the selection of themes and activities. Students learn a foreign language and the

information that they acquire is “interesting, useful and has a clear end goal” (Pavón

Vázquez and Rubio Alcalá, 2010: 47)

Comentado [MR27]: Are these your words? I think that you are

quoting literally. If so, acknowledge authorship. Add the page

number and include in brackets only the publication where the quotation is to be found.

Comentado [MR29]: You have already said this several times.

Comentado [MR30]: ‘Input’ is singular

Comentado [MR31]: Who says all this? This is plagiarism. Acknowledge authorship.



12

Apart from the difference in the students’ roles in class, there is also a change regarding

teachers’ roles, given that collaboration is essential in CLIL programmes. Team teaching is

the act of collaboration between two teachers in the CLIL class (see Hibler, 2010). Team

teaching seems to benefit professional development and a supportive environment “by

working with another adult, teachers are less lonely (Robinson and Schaible, 1995: 45).

Muñoz (2002) offers an explanation for why CLIL tends to yield positive outcomes. The

key reasons include:

1. Learners benefit from higher quality teaching and from input that is meaningful

and understandable.

2. CLIL may strengthen learners’ ability to process input, which prepares them for

higher-level thinking skills, and enhances cognitive development.

3. In CLIL, literacy development takes place in the first language, which is

cognitively beneficial for the child. Later, literacy skills will transfer to the additional

languages.

4. In CLIL the learners’ affective filter may be lower than in other situations, for

learning takes place in a relatively anxiety-free environment.

5. Learners’ motivation to learn content through the foreign language may foster and

sustain motivation towards learning the foreign language itself. (Muñoz, 2002: 36)

However, CLIL has also been reported to have some drawbacks.

The first main disadvantage is students’ familiarity with the foreign language. In order

to acquire the new information, students need to be familiar with the additional language and

show some proficiency in it. However, as discussed above, learners tend to feel freer to make

mistakes than in foreign language classes (Roadshow and Hafenstein, 2008).

A further disadvantage is related to teacher training. CLIL forces teachers to master the

foreign language to a certain extent. That is the reason why, in many primary and secondary

schools, teachers need a B2 certificate so as to be able to teach in bilingual programmes.

(Roadshow and Hafenstein, 2008; Olivares Leyva and Pena Díaz, 2013).

Comentado [MR32]: This is not the kind of assertions (or

language) you would include in academic language.

Comentado [MR33]: There are more disadvantages. I invite you to look into them.

The most important one, which you have not mentioned, is teachers’

command of English, which in many cases, leaves a lot to be desired. The byproduct of this state of the art is that it also affects learners’

deficient command of English.

Please read about this and quote relevant authors.



13

Probably, the most important drawback could be teachers’ command of English.

Teachers may enrol in special training courses to improve their English. However, in most

of these courses the major aims are the “study of the English grammatical and phonological

systems, with the emphasis on increasing the trainees’ understanding of how the language

operates, rather than their mastery in the use of it” (Cullen, 1994: 162). Teachers are more

concerned with linguistic factors than the ability of using English in real communication.

Moreover, some teachers are only exposed to English in the classroom when they interact

with their students. Besides, teachers’ confidence in the class can be affected by their low

command of English (Cullen, 1994)

3.1.5. CLIL teachers

In CLIL programmes, there are two main groups of teachers according to their

knowledge about the additional language. The first group comprises content teachers, who

have to show their level in the additional language. For instance, as English is the commonest

foreign language through which CLIL subjects are taught, teachers need at least a B2

certificate in order to be able to teach in this bilingual program. That is the reason why

specific training courses for prospective and in-service CLIL teachers are offered (Olivares

Leyva and Pena Díaz, 2013). The other group of teachers comprehends language assistants

and language teachers, who have an active participation in all CLIL programmes.

Due to the necessities of CLIL programmes, teachers have to work together in teams in

order to design the curriculum of CLIL subjects and they also work together to prepare

and/or implement CLIL classes. There are two different possibilities of teachers when they

work in teams. The most common type of collaboration is between language and content

teacher’s coordination. A second possibility involves the language assistant, who is a native

speaker of the additional language, and a language teacher or a content teacher (who are not

usually native speakers). (Méndez García and Pavón Vazquez, 2012; Hibler, 2010).

In the table below, a distinction is made between native speaker teachers and nonnative

speaker teachers according to three main characteristics: use of the English language, attitude

towards teaching and classroom practice. It is important to point out that both native speaker

teachers and nonnative speaker teachers have different strengths and weaknesses. When they

coordinate or co-teach in class, the result is beneficial for students.

Comentado [U34]: You do not add ‘see’ when you are

expressing who expresses a particular idea.

Comentado [MR35]: An academic text REQUIRES you to acknowledge references. You cannot write a whole section without including references. This is plagiarism. Furthermore, a section needs

to contain several (not just one or two) references.

Comentado [MR37]: To can teach! ‘Can’ is a modal verb. You

cannot have ‘to’ before ‘can’

Comentado [PQ38]: Is between

Comentado [MR39]: Revise the use of non-defining relative

sentences.

Comentado [MR40]: Introduce the table that appears below.




14

Table 3 Native and Nonnative teachers (adapted from Megyes 1994:27)

3.2. CLIL in the Spanish context: the example of Andalusia

This section explores CLIL in Spain. The first part consists in a general overview of

CLIL methodology in Spain. It deals with the differences between the autonomous regions,

the foreign languages used in CLIL and the different levels in which CLIL is developed. The

second section explicitly focuses on CLIL in Andalusia.

3.2.1. CLIL in Spain

CLIL in Spain is known as AICLE that stands for “Aprendizaje Integrado de Contenidos

y Lengua Extranjera”. In Spain, CLIL has been developed principally during the last decades

as “the result of a commitment with the European policies aimed at fostering multilingualism

and growing awareness of the need to learn foreign languages” (Lasagabaster and Zarobe,

2010: IX )

In Spain there are 17 autonomous regions plus the autonomous cities of Ceuta and

Melilla (located in Africa). In Spain, educational laws and decrees are issued both at national

and regional level. This is why there are diverse CLIL models for each region. These models

can be broadly classified into two groups (Lasagabaster and Zarobe, 2010):

Native Speaker Teachers Nonnative Speaker teachers

Use of the English

language Demonstrate high

confidence levels

Use “real” language

Lack of confidence in

L2

Use “book” language

Attitude towards

teaching Flexible

Innovative

Less empathetic

Less committed

Guided by syllabus

Cautious

More empathetic

More committed

Classroom practice Focus on fluency and

oral skills

Tolerate errors

Use of a variety

materials

Less use of L1

Employ pair/group

work

Focus on accuracy,

form, grammar written

and formal registers

Correct errors

Depend on bookwork

Use L1

Employ frontal work

Comentado [MR42]: Usually, the caption appears under the

tables or figures. Please, revise the document. Since I have taken the

tables/figures from the Appendices and I have included them in the

body of the text you also need to revise the numbers of each table or

figure.

Comentado [U43]: I have modified the title of some sections.

Please, revise all of them so that the titles in the body of the text

correspond to the titles in the table of contents.

Comentado [MR44]: Decade or decades? Please, check

Comentado [MR45]: Page number

Comentado [MR46]: Who says all this? This is plagiarism.

Acknowledge authorship.



15

In Monolingual regions, Spanish is the official language. So, CLIL lessons are taught

in Spanish and also in one (mainly) or two foreign languages, depending on the are.

In this group, we find autonomous regions such as Madrid, Andalusia, Extremadura,

or Murcia, to name but a few.

In Bilingual regions Spanish is likewise the official language, but there is also a co–

official regional language. Bilingual regions are autonomous communities such as

Valencia, Catalonia (Catalan is spoken in both), the Basque country (Basque) and

Galicia (Galician). The peculiarity of CLIL in these regions is that the curriculum is

taught in Spain and in the co–official regional language, plus one or two foreign

language.

In Bilingual regions in Spain, there were Spanish-Catalan, Spanish-Basque, or

Spanish-Galician bilingual programmes before the implementation of CLIL. So, in bilingual

regions there was already a bilingual context where students learnt through two languages

at school. Moreover, in these regions there is also a third language subject or even a fourth

one, which in both cases are foreign languages. The peculiarity of these programmes was

that students have been learning many subject, such as Science, Geography, the language

itself and its literature, in the co–official regional language (Lasagabaster and Zarobe, 2010).

CLIL programmes are funded by educational and political authorities and they are taught

mainly, although not exclusively, in state schools. At present, only two or three subjects of

the whole curriculum of an academic year in each level are taught in the foreign language.

So we can consider that CLIL in Spain belongs to the Mid CLIL type, although the Ministry

of Education intends to increase the number of subjects taught in CLIL programmes. The

subjects which are taught through CLIL are chiefly the Social Sciences, Natural Sciences,

Physical Education and Arts and Crafts ( Muñoz & Navés, 2007).

Comentado [MR47]: ‘That regions’????



Comentado [MR49]: Which number? Please, specify what you

are talking about





16

By far, the commonest additional language is English. French is the second foreign

language taught in Spain though there are some regions (Aragón, Andalusia, Murcia and

Extremadura) where it can be the first foreign language. Besides, in other regions such as

Andalusia and Extremadura there also CLIL languages such as German, Italian or

Portuguese due, for example, to their geographical position (Lorenzo, 2010 and Muñoz and

Navés, 2007).

Bilingual or CLIL programmes in Spain are mostly implemented in compulsory

education. Therefore, institutions are now considering the convenience to continue

expanding these programmes into higher levels of educations such as universities. Spanish

universities are gradually implementing bilingual degrees. For example, the University of

Granada offers a bilingual degree in Primary Education, and the European University of

Madrid offers eleven degrees taught only in English and three bilingual degrees taught in

Spanish and English. Besides, it is important to underline that translation and English Studies

degrees are not considered bilingual degrees as they have always been taught in English

(García, 2013).

Like the University of Granada, there are other Spanish universities that offer Primary

and Pre–Primary education bilingual degrees as a way of prospective CLIL primary school

teachers. Moreover, the number of masters taught in a foreign language, mainly English, is

increasing. For instance, the University of Granada offers three masters in English and seven

bilingual, English and Spanish masters (García, 2013).

To sum up:

Spain is rapidly becoming one of the European leaders in CLIL practice and research. The

richness of its cultural and linguistic diversity has led to a wide variety of CLIL policies and

practices which provide us with many examples of CLIL in different stages of development

that are applicable to contexts both within and beyond Spain (Coyle, 2010: VIII)

3.2.2. The example of Andalusia

CLIL programmes are seen as “an innovative idea to promote the learning of foreign

languages in monolingual environments” (Méndez García and Pavón Vazquez, 2012: 2) as

it is the case of Andalusia.

Comentado [MR51]: What do you mean? Do you mean that

French is the second foreign language taught in Spain? Do you mean that French is the second most important CLIL language in Spain?

Comentado [MR52]: REally? Which ones? And who says this?

Comentado [MR53]: Which ones?

Comentado [MR54]: Is this what you mean?

Comentado [MR55]: What do you mean by ‘cultural references’.

Comentado [MR56]: What do you mean? What is the difference

between degrees in English and bilingual degrees?




Comentado [U59]: Who has written this? You cannot have two references for a quotation. Please, leave only the real authors in the

brackets and add the page number. For example, (Snow and Brinton 1997: 14)

Comentado [U60]: I would leave this out. This does not belong here, but in the section where you speak about Andalusia as a

monolingual area (if you have included it).



17

According to the previous classification of CLIL programmes in Spain, Andalusia is a

monolingual region whose official language is Spanish. It is an important region with

approximately eight million inhabitants and it has a similar size in comparison with some

countries of Europe such as Estonia, Greece and The Netherlands (Lorenzo, 2010).

One traditional characteristic of Andalusia is its monoglot mindset with Spanish as the

main language for all its population. However, in the 1990s due to some circumstances such

as immigration, tourism and Erasmus mobility for instance, a new plurilingual scenario

emerged. As the Statute of Autonomy of Andalusia affirms:

Andalusia is the compilation of a rich cultural resource representing the confluence of a

multiplicity of peoples and civilisations thereby providing a fine example of social inter-

relations through the centuries. The interculturality of practices, habits and ways of life

provides us with the profile of an Andalusian character based on non-exclusive universal

values (Andalusian Parliament: Autonomous Statutes of Andalusia, 2006:1, quoted by

Lorenzo, 2010: 3)

Even though there have been pilot CLIL programmes from the late 1990s, CLIL

programmes were not stablished until 2005, after the publication of Plan de fomento del

plurilingüismo (Junta de Andalucía, 2005: 27).

The number of schools involved in Content and Language Integrated Learning (CLIL)

programmes in Andalusia has grown exponentially: from 18 pilot French-Spanish and 8

German-Spanish programmes in 1998, to more than 694 primary and secondary schools in

2010: 90% English-Spanish, 8% French-Spanish and 2% German-Spanish programmes

(Segovia et al., 2010: 161, quoted by Méndez García, 2012: 2)

Indeed, these schools are called bilingual or CLIL institutions and offer CLIL

programmes in English, French or German, at all level of compulsory education. In Spain,

compulsory education includes from 6 to 16 years as primary schools cover from 6 to 12 and

secondary schools from 13 to 16. In these schools, CLIL programmes are taught at least

with in one class per level.



Comentado [MR62]: Please, copy and paste the table that appears in appendix 2 here. Introduce it and add the caption.



18

In the following table, the characteristics of Andalusian CLIL programmes are presented:

Table 4 Distinctive feature of CLIL in Andalusia (Méndez García, 2014: 24)

Moreover, CLIL schools have to teach a minimum of one subject per level but most

schools teach three subjects. In primary schools, the main subject taught in this program is

Sciences while Social Sciences is the main subject taught in secondary schools. (Frigols

Martín, 2008)

The number of bilingual or CLIL schools has significantly increased during the last

decade in Andalusia and all over Spain. Although, CLIL programmes in Andalusia use the

foreign language only during a third of the whole teaching time of those subjects that belongs

to CLIL. So according to the previous classification of CLIL, Andalusian CLIL programmes

are examples of Mid CLIL where teachers teach more or less one hour per week of each

bilingual subject. However, this feature related with teaching time in the foreign language is

progressively growing (Méndez García, 2014).

In fact there is a research in Andalusia about learners’ opinions that indicates that CLIL

students are satisfied with bilingual programmes. They express their intention to go on

studying through CLIL and they know the possibility that learning a foreign language offers

in order to get a better job position in the future. Furthermore, students are more motivated

towards foreign language learning and drop-out rates seem to be ‘reasonably low’ (Frigols

Martín, 2008: 225, quoted by Méndez García, 2012: 198 ).

Number of disciplines taught

through CLIL

It is customary for schools to teach at least

three disciplines

CLIL groups per grade At least one group is offered

Languages of the programme Spanish – English/ French/ German

Language use Spanish is used in each CLIL subject together

with the foreign language of the programme

Teaching time allocated to the

language

Initially, at least a third of each subject is taught

in the foreign language. This percentage may

gradually increase

Teaching model Language and content teachers coordinate with

language assistants with whom content teachers

co – teach

Comentado [MR63]: Page number.



Comentado [MR66]: This is not the way to quote several authors

at the same time. You use:

;

Comentado [U65]: Page number.



19

Throughout The Plan (Junta de Andalucia, 2005), students have a powerful tool which

helps them to go through their mother tongue, their culture and other cultures and where

teachers have a main role as linkers between students’ own culture and the foreign culture.

Besides, having access to foreign languages, also helps “individuals to become aware of the

relativity of their own way of thinking, making them reject stereotypes and be more tolerant,

and fostering respect for other people’s personal and cultural diversity” (Méndez García,

2012: 198).

4. CLIL in Jaén: A need analysis study

4.1 Introduction and contextualisation

As it has previously been discussed, CLIL methodology is part of mainstream education

nowadays. That is the main reason why I have decided to conduct a study on CLIL in Jaen.

The major aim of this study is to discover the necessities of teachers involved in CLIL. With

this purpose, I have designed a survey with several questions mainly related to available

material, teachers’ needs when it comes to preparing their lessons and their opinion about

the CLIL project.

The survey was addressed to secondary school teachers involved in CLIL projects in the

province of Jaén. It was answered by different high schools teachers working inAndújar,

Baeza, Bailén, Martos and Jaén. The IES Jándula, IES Virgen de la Cabeza, SAFA Andújar,

and Colegio Madre del Divino Pastor are the high schools that participated in the study in

Andújar. In Baeza, teachers from the IES Andrés de Vandelvira and IES Santísima Trinidad

answered the survery. Moreover, the IES María Bellido and IES Hermanos Medina Rivilla

in Bailén, the IES San Felipe Neri in Martos and the IES Auringis, IES Virgen del Carmen

and IES Jabalcuz in Jaén took part in the study.

This survey allows to enquire into teachers’ opinions about CLIL projects. It is important

to highlight that each secondary school implements CLIL in a slightly different way.

Nevertheless, this survey analyses general features that affect all type of CLIL projects.

Comentado [MR67]: Page number

Comentado [PQ68]: Jaén

Comentado [PQ69]: Need or needS

Comentado [U70]: Specify the towns/cities. Add also the name

of the schools.



20

This survey was available on the internet through Google Forms from the 5th to the 30th

of June 2015. At the end of this period 39 responses were received. The survey was delivered

in Spanish, the mother tongue of the teachers.

After designing the survey and making it available via Google Forms, I contacted several

secondary schools by email. They were either state or private schools in the whole province

of Jaen. Moreover, as I live in Andújar I went to the several secondary schools there where

I left a printed version of the survey for their CLIL teachers.

As specified above, the survey was completed by 39 respondents, 21 men and 18

women. The age of the participants ranged from 35 to 45 years old.

Image 5 Gender of the informants

Around one third of the survey was answered by secondary teachers of Andújar. These

teachers work mainly in four secondary schools: IES Jándula, IES Virgen de la Cabeza,

Sagrada Familia and Colegio Madre del Divino Pastor. The first two institutions are state

schools where compulsory secondary education and Bachillerato are taught, whereas the

latter are private schools which offer primary and secondary education.

I have also received emails with the completed survey from different secondary schools:

IES Auringis, which is located in the city of Jaen. In some of the emails I received, teachers

who answered the survey also expressed their concern with the main topic of the survey.

They said that the results of this survey can be helpful for teachers to improve their CLIL

lessons and also to make some changes in their future CLIL classes.

54%46% MEN

WOMEN

Comentado [U71]: You have to say whether the survey was delivered in English or in Spanish

Comentado [U72]: Please, copy and paste the section on ‘contextualisation here.

Comentado [U73]: Explain where the other surveys come from.

Only Auringis is mentioned below

Comentado [U74]: Did he/she complete the survey? Maybe I

have misunderstood you.



21

4.2. Limitations of the study

It is important, however, to consider the limitations of this study. An important

disadvantage was the limited time that teachers had to answer the survey. A second factor is

the time when the survey was made available at the end of the academic year, a busy period

for teachers. Thirdly, it is possible that if the survey had been available during a longer period

more responses would have been received. Last but not least, due to time constraints, not

many schools could be contacted, and a considerable number of the responses belong to

Andújar secondary schools.

Another possible limitation might be the language of the CLIL programmes. Only one

out of the 39 surveys was given by a teacher whose secondary school offers CLIL in French.

The rest of the answers were provided by teachers from secondary schools with CLIL

courses in English.

Image 6 Foreign languages of the CLIL programmes

In spite of these constraints I consider that this study is a good starting point to evaluate

how these projects are carried out, what teachers’ necessities are and what teachers consider

that needs to be improved.

97%

3%

ENGLISH

FRENCH

Comentado [U75]: 39 surveys are not enough to make the Junta question CLIL.



22

4.3 Objectives

The main aim of this study is to look into teachers’ opinions about CLIL projects.

Teachers have a key role in these projects as they are in charge of devising and implementing

them. Hence their conclusions about these projects may help improve CLIL tuition. That is

the reason why I decided to conduct need analysis research on some major elements such as

students, materials or teacher cooperation.

This study has the following goal

1. To study how teachers view CLIL programmes.

4.4. Research tool

In order to fulfill these general and specific objectives the following guiding questions

were established:

- What do you think about the number of hours allocated to CLIL?

- How can students access CLIL programmes?

- What do you think about students’ mastery of the foreign language?

- Do you use the mother language of your students in class?

- What do you think about the material available for your subject?

- How do you prepare your classes?

- What do you think about teachers’ proficiency in the foreign language?

- What is your general opinion of CLIL programmes?

Those previous questions were used as the basis to create the final survey that informants

completed on internet. In order to make the survey quicker and faster for them to answer, I

decided to make different types of questions. Some questions where formulated as Likert-

scale items, other questions were open-ended, and in other where multiple choice questions.

The survey used was the following:



23

Image 7 Survey part 1



24




25




26


4.4 Results and Discussions

The presentation of the results obtained in the survey has been arranged according to the

following themes: subjects taught through CLIL, students, teachers, materials, languages and

general opinion, which are the key topics of the survey.

Subjects taught through CLIL

In the survey, teachers were asked to choose from a list of possible subjects. The

following image shows the subjects taught in CLIL programmes. The most widely taught

subject is Natural Science (12 respondents). Further relevant subjects are Physics and

Chemist (10), Technology (9) and Social Sciences (8).



27

Image 11 Subjects taught in CLIL programmes

None of the respondents teaches Economy (0), only 1 teaches French, 2 teach Spanish

and 3 Geography and History. A relevant piece of data is that each teacher teaches an average

of 1 to 3 subjects in bilingual programmes.

As to teachers’ opinion about the number of subjects taught in CLIL programmes, the

graph below indicates that the majority of teacher (43, 6%) think that the number of subject

taught through CILI is well-balanced.

Image 12 Teachers’ opinions about the subjects taught in CLIL programmes



28

The last feature related with subjects is the time allocated to teaching through the foreign

language. Although 41% (16) of teachers consider that it is enough, 41% (8 + 8) thinks that

it is more than enough.

Image 13 Teaching time allocated to in CLIL programmes

Students

Firstly it is important to know how students access CLIL projects. In the image below,

it is evident that most (61, 5%) students access CLIL programmes at their own request.

However, it is relevant to highlight that in the ‘other’ option, 8 out of the 9 teachers who

chose this option state that students participate in their CLIL projects because it is

compulsory in their high schools.

Image 14 Students’ access to the CLIL programmes

A further important topic is students’ level of the foreign language of the CLIL

programme. Most teachers (46, 2%) believe that their students’ level is enough. Although,

23, 1% of them feel that their students’ command of the foreign language is not enough.

Interestingly, 20, 5% believe than their students’ command of the foreign language is more

than enough.

Comentado [U76]: What do you mean?



29

Image 15 Majority of students’ level in CLIL programmes

As to the groups involved in bilingual courses, almost the majority of the informants

(46, 2%) thinks that there are enough groups. Here, it is significant to mention that 8 out of

the 18 informants who chose this option belong to high schools where CLIL courses are

compulsory for all students.

Image 16 Number of groups in CLIL programmes

The number of students per class is the final element in this section. Some teachers (15)

believe that the number of students in each class is excessive while other respondents (11)

believe that it is well-balanced.

Image 17 Number of students per class in CLIL programmes



30

Teachers

This part deals with teachers’ role in CLIL programmes as it is paramount to know

what they think about themselves and their colleagues.

This following graph displays that most teachers who filled in the survey are content

teachers (26), language teachers (11) are also significant, whereas only 2 language assistants

completed the survey.

Image 18 Type of teachers

I was interested in knowing teachers’ opinions about their colleagues’ command of the

additional language. Ideally, teachers need at least a B2 level to take part in these projects.

Most informants believe that their colleagues’ level enough (15) or even almost adequate

(15).

Image 19 Majority of teachers' level in CLIL programmes

Moreover, they were asked what they believe about teachers’ preparation for teaching

in CLIL programmes because being able to teach in a foreign language is different to teach

through CLIL. In the following graph half the respondents (17) believe that they are almost

adequately prepared.



31

Image 20 Teachers’ preparation for teaching in CLIL programmes

Materials

CLIL methodology has been recently implemented in education. Hence the available

materials may be limited. A variety of answers is provided in this respect. Almost half the

respondents (18) believe that the CLIL resources available for them are scarce, whereas 9

think that materials available are enough or even 12 uphold that they are almost adequate or

adequate.

Image 11 Available material for CLIL programmes

The following question was about the existence of publishing houses that market CLIL

materials. 12 respondents point out that they know very few publishing houses that market

CLIL materials, whereas only 2 informants think that the number of publishing houses

marketing CLIL material is adequate.



32

Image 22 Publishing houses

It is also relevant to look into the materials teachers use for their classes. Almost all

informants, 36 out of 39, prepare their own additional materials for their classes. The second

most popular answer is searching for extra material on the internet (28). Textbooks either in

students’ mother tongue (15) or in the additional language (15) are also widely used.

Image 24 Type of material used in CLIL classes

Teachers were also asked the way they prepare their own material. 32 informants prepare

their classes and material alone. However, some of them also work with other teachers of

their department or teachers of other subjects. Interestingly, one informant said that s/he

prepared materials with a group of other teachers from different high schools. In that case,

it was a group of mathematic teachers. Another informant commented that all teachers of the

CLIL programmes met and prepared materials for all CLIL classes.



33

Image 24 Preparation of CLIL materials

Language

A relevant aspect is whether teachers use only the foreign language or if they use both,

the foreign language and students’ mother tongue. English is the most common foreign

language used in CLIL programmes in the province of Jaen (38). There is only one informant

who teaches CLIL in French

Image 25 Foreign languages of the CLIL programmes

As regards the use of students’ mother tongue 34 of our informants use it while 5 of

them state that they do not use it.

Image 26 Use of students’ mother tongue in CLIL lessons?



34

On one hand, the informants who use it gave different reasons. One teacher said:

“Speaking in English during the whole class catches students’ attention”. Some informants

use the following technique: they explain half of the class in English and, afterwards, they

explain it again in Spanish to avoid misunderstandings. Another teacher stated that “it is

important to use English whenever it is possible and the mother tongue whenever it is

necessary”. A further opinion about the use of languages in the CLIL lesson is that “When

gestures are useless to explain the meaning of words or of some grammatical structures, it is

necessary to translate and explain them”. Many informants agree that the level of the

students is not completely adequate to use the foreign language during the whole class.

On the other hand, the informants who do not use students’ mother tongue said that “it

is mandatory in their bilingual programmes to avoid the use of the mother tongue” or that

“there is 100% immersion, so we hardly ever use the mother tongue”. Further opinions are:

“I am a technology teacher and it is not necessary to use the mother tongue to explain some

words as we use technical words with are the same in English and Spanish” or “Classes with

CLIL students are completely in English”.

In conclusion, it is reasonable to think that a good way to introduce the foreign language

would be progressively: the mother tongue could be used in the lower levels, whereas the

role of the foreign language and learners’ exposure to it is increased in time.

General opinion

The last part looks into teachers’ general opinion about CLIL programmes, the last

question of the survey. There are several opinions about the topic although all teachers agree

that it is a great opportunity for students. They also think that the programme needs some

changes: “the programme offers many opportunities, but there are still many things to

improve” or “I think this methodology is gradually improving and it still needs more time.”

The majority of teachers relate CLIL programmes with political issues: “In Andalusia,

bilingual projects are used as political propaganda without any institutional supports” and

“It is a kind of medal that politicians wanted to win in education without taking care of the

implementation of the programmes, as they did not invest in teacher training and and

materials. CLIL implementation depends on teachers’ willingness.



35

Others coincide that there is little institutional support: “It is very ambitious project but

without resources”. Moreover, another informant thinks “It is an outright failure as there is

neither training nor resources. There is no reward for CLIL teachers. Moreover, their efforts

are not valued even though they go to English classes and they spend many hours preparing

materials”

Moreover, teachers’ opinions also related to students. In terms of their participation, they

think that “students with a low level n the foreign language should not be forced to participate

in bilingual courses”. According to learners’ willingness to learn in the classes, one said “It

is a good idea but it has some basic limitations. The principal pitfall is the low predisposition

of students for learning subjects in other languages. In fact, most of them leave without

answering the questions put in English in the exam”. Other opinions were about students’

level, “students who do not meet a minimum requirement in terms of their command of

English and do not have any interest too should not be included in these programmes”.

No wonder some teachers are disappointed with their role in these programmes.

“Teachers are well-qualified and motivated and they spend their time and money in training.

Nevertheless, educational institutions are cutting down the resources invested in CLIL

programmes and they mainly want results. Hence, all these factors lead to teachers’

demotivation”

On the one hand, there are positive opinions of this new methodology. “From my point

of view, it is a necessary project that helps to naturalize English use and the development of

linguistics capabilities. Besides, it might be improved”; “It is a positive method if teachers

find a right balance between the use of English and the development of the subject. I think

it is a useful way to enrich classes”; “Students get a better level and maturity. All of them

obtain a good level in the foreign language even though they came from no bilingual primary

schools. However, it is important to make some institutional changes”; “The program is very

useful for students but teachers need more resources to make a good job such as training”.

Comentado [U77]: The use of Eglish needs to be revised here.

Comentado [PQ78]: Try using the passive: Students … should not be included



36

On the other hand, there were some informants that have a negative opinion of CLIL:

“Bilingual programmes do not work well in all secondary schools. There are some high

schools, such as the school I work for, where students come from primary education with a

very poor level of English. Furthermore, there are some bilingual subjects where teachers

only speak in Spanish. They only use English to do some activities”; “This is a falsehood

because classes are not taught completely in English and students do not learn English.

Selectividad should be in English and it is a good way to check the real level of students”

4.5 Conclusion

As a conclusion of this investigation about CLIL programmes in Jaen, I would like to

comment the fact that teachers are not completely satisfied with the way CLIL programmes

are being implemented. They feel an extra pressure as they spend plenty of time learning the

foreign language and preparing materials. They need to put an extra amount of time and

energy to carry out these projects and they feel that their efforts are not being rewarded.

Secondary schools seem to need further institutional support.

Nonetheless, there is also a positive overview about CLIL programmes. Most of our

informants claim that CLIL programmes have the potential to allow changes to be

incorporated into education. Furthermore, it is relevant to underline the advantages of CLIL:

“Bilingual students finish their education with a higher level of English. Moreover, the

number of bilingual subjects is increasing every year”.

5. Conclusion

The main objective of this project was to study how in-service teachers view CLIL

programmes. In order to achieve that objective, CLIL methodology has been analysed from

a theoretical and practical perspective

The results obtained in the survey help fulfill the major objective set at the beginning of

the study, looking into CLIL programmes and CLIL teachers’ opinion about this new

approach. Nevertheless, the 39 responses gathered show only a limited vision and opinion

of CLIL teachers. It would be desirable to complement this study by conducting a similar

survey with a larger number of subjects in the future.



37

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Comentado [U79]: Is this a paper published in a journal or a

book chapter? Please, complete this reference.

Comentado [U80]: If this is the way you are going to reference

book chapters please, apply this style to ALL book chapters. Revise

the list of references.

Comentado [U81]: Tbis is not the right way to reference journal

papers. Please, revise all journal papers.

http://www.onestopenglish.com/clil/methodology/articles/

https://books.google.com/books?id=_dxaUFvv3vAC&pgis=1

http://www.unavarra.es/tel2l/eng/canada.htm

http://www.publicacionesunica.com/gist/index.php/gist/article/view/20/12

https://ihmanzoni.wikispaces.com/file/view/Soft+%26+hard+CLIL+-OUP-12.4.2013+Cain.pdf

https://ihmanzoni.wikispaces.com/file/view/Soft+%26+hard+CLIL+-OUP-12.4.2013+Cain.pdf

http://www.eurydice.org/

http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf



38

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