CLIL: a straight jacket or a golden opportunity? an overview of bilingual teachers’ perceptions

Abstract

Content and Language Integrated Learning (CLIL) is an educational approach combining linguistic and subject-based learning to develop competencies needed for success in a globalized world. A mixed-method study investigated how CLIL could be implemented in (10) K-11 schools in Bogota, Colombia. Data were collected using surveys, structured and semi-structured interviews from 121 in-service teachers in private schools. Data analysis using the grounded theory approach showed that the participants had limited awareness of the CLIL approach and principles. Accordingly, findings revealed that more focus on fundamental CLIL concepts is needed along with more formalized teacher training programs. Furthermore, context orientated resources also emerged as a priority amongst participants, considering that schools were merely trying to replicate European models of delivering CLIL with no clear adaptions and no consideration for local teachers’ voices. Consequently, bilingual schools in Bogotá, who are much prone to using CLIL-orientated solutions need to create a network to facilitate CLIL training programs to equip in-service teachers who are immersed in content and language environments.