Content and Language Integrated Learning: A Case Study of Teacher Instructional Practices in Cantabria, Spain

摘要

This multi-case study investigates CLIL's implementation in bilingual elementary schools in the region of Cantabria (Spain) by examining teacher's instructional practices when teaching content in a foreign language (English). The study examines whether teacher's instructional practices reflect the dual focus on content and language of the approach, and how teachers address language issues and integrate content and language in their CLIL lessons. Additionally, the study attempts to learn whether CLIL teachers' training in this approach impacts their instructional practices.;Data for this study were collected from four participants using in-classroom observations, semi-structured interviews, and classroom documents (the course syllabus) and then analyzed qualitatively. The four participants had received some training in CLIL and had, at least, the required B2 proficiency level in English. Data from observations were gathered using the Sheltered Instruction Observation Protocol (SIOP) as an observation tool. Participant teachers were interviewed before observations about their demographics, training background and teaching experience, and after observations on their instructional practices. The questions for the second interview were based on the CLIL teacher competences defined by Marsh et al. (2010). Data were qualitatively analyzed case-by-case and triangulated based on the information obtained from the three sources of data (interviews, observations, and analysis of syllabuses), according to three themes (dual focus on content and language; learning resources and environments; and methodology, assessment and collaboration).;Findings showed that the instructional practices of the observed teachers did not recognize the dual focus of CLIL on language and content, and instead showed a preference for content. Integration of content, language and learning strategies was not observed, either. Language teaching was overlooked and only two teachers provided opportunities for interaction between learners. Findings showed that teachers did not consider any content-specific language for their lessons other than vocabulary, and that they lack language awareness. Findings showed that training, to some extent, had an impact on the teacher's practices, but some core practical applications of CLIL were not observed in the teacher with the most training in CLIL.