Teacher team coordination practices in secondary CLIL schools

What is it about?

Foreign language learning at schools protects not only Europe’s cultural heritage but it is also a key issue for our children to become world citizens. One of the ways in which educational systems are coping with this demand is through the CLIL teaching approach where content teachers and language teachers need to work in teams and to collaborate. Though the relationships established between teachers are key processes when dealing with CLIL programmes, few empirical studies from an emic point of view have been carried out. The present case study analyses the role of coordinator teachers supporting CLIL teachers to develop pedagogical practices in their CLIL classes. Direct observation, interviews and questionnaires help to describe CLIL teams in Spanish/Andalusian secondary schools and examine the development of their professional learning.

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Why is it important?

Results indicate some training guidelines that should be included in European language policies of similar contexts to help CLIL teachers in their professional development.