The Effects of CLIL from the Perspective of In-service Teachers in Salamanca (Castilla y León, Spain)

Abstract

This paper reports on the results of quantitative research carried out on a group of seventy-two teachers using CLIL methodology (Content and Language Integrated Learning) in primary schools in Salamanca, in the region of Castilla y León. A questionnaire was used to collect data regarding the characteristics of the in-service CLIL teachers currently working under this new paradigm, thus, providing an overview in this field of study. This research is based on the assumptions that teaching through a foreign language is not an easy task and that teachers lack sufficient and adequate methodology and teaching training to meet the challenge of successful and quality CLIL. As these bilingual programs are being implemented at a rapid and continuous way, there is a need for CLIL teacher training so that they can carry out their work efficiently and with the confidence to offer successful teaching.