Ιnsider Views of CLIL in Primary Education
Challenges and Experiences of EFL Teachers
DOI:
https://doi.org/10.31686/ijier.vol2.iss8.221Abstract
The present study attempted a comparative exploration of EFL teachers’ views in relation to integrating the CLIL (Content and Language Integrated Learning) approach in the context of Greek and Cypriot primary education. It is considered that the provision of curriculum content in a second/foreign language (L2/FL) can be advantageous in terms of enhancing both subject knowledge and target language competence, and improving motivation for learning. In total, 248 Greek and 100 Cypriot Teachers of primary education filled in the questionnaire, which comprised five sections: a) the teachers’ CLIL experience, b) characteristics of CLIL, c) competences needed by CLIL teachers, d) integrating CLIL into the curriculum, e) training provision. The findings indicated that the teachers in both contexts acknowledged the challenge of integrating CLIL and its beneficial role in promoting mastery of both the FL and content, however, the data highly supported the teachers’ need for training in CLIL teaching.
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