Content and language integrated learning: from teachers’ perceptions to teacher training

Abstract

This study draws on data collected from 26 content-based teachers at a school in Colombia regarding their beliefs, previous knowledge, attitudes toward, perceptions of, and experiences with CLIL, and the extent to which these could change within a three-month period, time during which trainees participated in a CLIL course that was tailor made for the context of the school in study. Moreover, the study which followed a survey-based research approach, gave insights of teachers’ expectations for future CLIL training, and knowledge gained throughout the course. The findings revealed that while most teachers know little about CLIL, they have been teaching content subjects through English and are interested in participating in CLIL training programs and CLIL research. Results also showed that theoretical aspects and factual knowledge on CLIL did not translate into practical understanding, as was revealed in the unsatisfactory results obtained in the end-of-course Achievement Test where the teachers had to create a CLIL class lesson plan.