Content and language integrated learning: a duoethnographic study about CLIL pre-service teacher education in Argentina and Spain

Darío Luis Banegas, Marta del Pozo Beamud

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4 Citations (Scopus)
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Abstract

Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.
Original languageEnglish
Number of pages14
JournalRELC Journal
Early online date29 Jun 2020
DOIs
Publication statusE-pub ahead of print - 29 Jun 2020

Keywords

  • CLIL
  • teacher education
  • Argentina
  • Spain
  • language learning
  • Content and language integrated learning
  • lesson planning
  • duoethnography
  • pre-service

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