TY - CHAP
T1 - The Reality of CLIL in Public Schools in Ecuador
AU - Abad-Célleri, Mónica
AU - Argudo-Serrano, Juanita
AU - Fajardo-Dack, Tammy
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024
Y1 - 2024
N2 - This study examines Ecuadorian EFL teachers’ CLIL knowledge and pedagogical practices. An online questionnaire and class observations were designed for data collection. The questionnaire was filled out by 105 participants. Confirmatory factor analysis revealed four latent dimensions of CLIL practices which were also evidenced in the observations: guiding input and supporting cognitive skills, supporting output, focusing on content, and languaging (oral language). Teachers’ lack of knowledge of CLIL principles hinders content and language integration in classes. Implications for teacher training and future research are discussed.
AB - This study examines Ecuadorian EFL teachers’ CLIL knowledge and pedagogical practices. An online questionnaire and class observations were designed for data collection. The questionnaire was filled out by 105 participants. Confirmatory factor analysis revealed four latent dimensions of CLIL practices which were also evidenced in the observations: guiding input and supporting cognitive skills, supporting output, focusing on content, and languaging (oral language). Teachers’ lack of knowledge of CLIL principles hinders content and language integration in classes. Implications for teacher training and future research are discussed.
UR - https://publicaciones.ucuenca.edu.ec/ojs/index.php/medicina/article/view/2693/1784
U2 - 10.1007/978-3-031-52986-3_6
DO - 10.1007/978-3-031-52986-3_6
M3 - Capítulo
AN - SCOPUS:85188881608
VL - 46
T3 - Multilingual Education
SP - 83
EP - 107
BT - Multilingual Education
PB - Springer Science and Business Media B.V.
ER -