TEACHERS' PERCEPTIONS ABOUT THE IMPLEMENTATION OF CLIL IN THE PROVINCE OF BADAJOZ

Abstract

The aim of this research is to examine the profile of the teachers and how they fulfil their task in the use and practice of CLIL approach in the classrooms. For that, we will focus on how this is carried out in the province of Badajoz.

Having this objective in mind, we will study firstly what the CLIL approach (acronym for Content and Language Integrated Learning) is, as well as its origin and evolution throughout history. Secondly, we will focus on the Spanish and Extremadura cases, investigating how it has been implemented, and its current status. Finally, the figure of the teacher using CLIL will be also analyzed, paying special attention to their preparation and perception about such an approach.  In order to do this, we have realized a questionnaire with twenty questions to Primary teachers teaching in bilingual programs or bilingual schools so that we will be able to know their preparation and perception of CLIL.  The analysis of the results have provided us with clear and precise information about the needs of teachers who use CLIL approach, among others, we could highlight the importance that teachers confer to their lack of training as regards CLIL.