Methodological training in plurilingual Education in the Spanish Higher Education training programmes Are pre-service teachers ready for CLIL?

Abstract

Abstract:

Following the guidelines provided by the Council of Europe, Spanish educational administrations have been carrying out different strategies towards the development of the plurilingual competence. This has led to the introduction of CLIL sections in Spain where ‘generalist teachers’ are in charge of carrying out their non-linguistic subjects using an additional language as the language of instruction. This would require the generalist teacher to know the main principles of said approach as well as working with a set of competences related to the CLIL practice (Pérez-Cañado, 2018). Consequently, pre-service teacher training should prepare generalist teachers to carry out these CLIL sections to their full potential. Therefore, the main aim of this study is to present the results of a long-scale study concerning CLIL training at university level by analysing teaching guides. These teaching guides complied with two criteria: (1) they are related to the area of FLT and (2) they are taught in Spanish public schools in the Degree of Primary Education. Preliminary findings show that CLIL courses are often offered to pre-service teachers training to become FL educators rather than the generalist teachers. Furthermore, most of the analysed teaching guides do not show to be working on the six competences established by Pérez-Cañado (2018) in her study.

Key words:CLIL, pre-service teachers, Primary Education, teaching guides, university training.