Lecturer and student perceptions on CLIL at a Spanish university

By Marta Aguilar, R. Rodriguez. 2012

211 citations recorded by the source corpus.

Abstract This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students’ reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers’ insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/537d53663db6da41729acf4af35868ce48234a90

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In Developmental and Educational Psychology

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Citations in the corpus

Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context (2019, background): “While some studies surveying teacher and student beliefs have reported positive responses to the effectiveness of EMI in improving students’ English (Aguilar and Rodríguez 2012; Belhiah and Elhami 2015; Byun et al.”
Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations (2015, background): “…and Smit 2007; Pérez-Vidal 2007; Massler and Steiert 2010; Massler 2012) and have mainly focused on secondary (Ullmann 1999; Coonan 2007; Wiesemes 2009; Czura, Papaja, and Urbaniak 2009) and tertiary education (Doiz, Lasagabaster, and Sierra 2011; Feixas et al. 2009; Aguilar and Rodríguez 2012).”
Engineering lecturers’ views on CLIL and EMI (2017, background): “…of paramount importance (Lister 2007), yet some lecturers seem to feel ‘English language proficiency is the only skill that needs refreshment’ (Klaassen2008, 33) and they show little interest in receivingmethodological training (Bensonet al. 2008; Aguilar and Rodríguez 2012; Fortanet-Gómez 2013).”