CLIL TEACHER COMPETENCES AND ATTITUDES

Abstract

http://dx.doi.org/10.1515/sm-2017-0019

The paper presents the findings of the research carried out among theparticipants of the project ”Development of Content and Language Integrated Learning(CLIL) in Education” (2011-2013) that aimed to upgrade the competences of subjectteachers enabling them to implement content and foreign language integrated learningapproach in general education and vocational training. The data obtained through a surveyindicates that the project participants developed a positive attitude towards the CLILapproach and positively assess the competences acquired during the programme. EuropeanFramework for CLIL Teacher Education proves to be a useful tool when designing trainingcourses for specific target groups of qualified content teachers and a fifty hours' programmeseems to be adequate to get acquainted with the fundamentals of CLIL. The projectparticipants were most positive about their CLIL methodology competence developmentduring the project and ability to identify appropriate subject content for teaching by usingthe CLIL approach. The weakest point identified by the participants involves languagerelatedissues, such as ability to support language learning in content, balancing the targetlanguage used between the learners' and teacher's linguistic ability, and overall insufficiencyof linguistic competences. One more issue indicated by the respondents is the absence ofstandards, guidance and administrative support, as well as quality assurance (contentdelivery, materials and assessment) in CLIL.