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The current study aimed to assess students’ linguistic and content progresses towards the implementation of a CLIL dynamic bilingual education program with translanguaging, and also sought to collect perceptions from in-service teachers regarding it .After the project passed through two phases, in which teachers were conducted in professional development courses in content, language and methodology that led them to guide their own CLIL classes which was the second phase. Therefore, during the current phase, the main focus was to assess the progress students have had during the whole process of the institutional project named CHANGE as well as to collect teachers’ perceptions towards it. The findings indicate, the project has some challenges to overcome as well as positive impact. First, it is evidenced that logistics need to be taken into account as they affect the application of tests. Secondly, it is also found that the groups between kindergarten and eighth grade have many quantitative and qualitative differences. Third, regarding teachers’ perceptions it is found that there is a need of resources and more accompanying time from pre-service teachers. Lastly, teachers expressed that even there are aspects to improve, it is evidenced that they consider that in order to improve their performance, the project should be continue being implemented. Finally, the implications of CLIL implementation, according to participants’ perceptions is that even CLIL is a challenging approach to be implemented in state schools it has been evidenced that it is not an impossible task. Hence, in order to have a successful process there is a need of improving resources and materials; lastly, although teachers did not have a high English proficiency level to conduct CLIL, they mentioned that they felt committed to learn the
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