TFM - Máster Universitario en Enseñanza del Inglés como Lengua ExtranjeraTFM - Máster Universitario en Enseñanza del Inglés como Lengua Extranjerahttp://hdl.handle.net/10017/459082024-03-29T06:29:32Z2024-03-29T06:29:32ZA guide for teaching literature in the CLIL primary classroom with tabletsAlonso Corral, Óscarhttp://hdl.handle.net/10017/597612024-01-24T01:16:09Z2023-06-15T00:00:00ZA guide for teaching literature in the CLIL primary classroom with tablets
Alonso Corral, Óscar
2023-06-15T00:00:00ZPerception of the bilingual program by secondary education content teachersPinar Sanz, Lara Maríahttp://hdl.handle.net/10017/597312024-01-23T01:16:21Z2023-02-02T00:00:00ZPerception of the bilingual program by secondary education content teachers
Pinar Sanz, Lara María
Twelve years have passed since the English-Spanish Bilingual Program was launched in
Secondary Education in Madrid as a result of a European policy to respond to the need to
know more than one language for mobility, cooperation and mutual understanding across
borders. The impact of this system, its strengths and weaknesses, have been evaluated mainly
from the student’s point of view, concerning their academic results. Studies that take into
account the opinion of teachers are gradually gaining importance in research. This is not
surprising, as teachers are the mediators between theory and practice, and are ultimately
responsible for the actual implementation of the Program in the classroom.
The great boom of this educational approach makes it necessary to have more and more
teachers of subjects that teach their curriculum in English. The formal requirements for this
type of teacher to work in the Bilingual Program have been reduced, and it is not necessary
now to accredited training in Content and Language Integrated Learning methodology. This
raises several concerns, such as the absence of teacher education per se and the possible
effect of a lack of homogeneity in its implementation.
With this study, we have given voice to 134 teachers from the Community of Madrid. We know
how they perceive what happens in the CLIL classroom based on their daily practice, we reflect
on their training and the relationship it has with their perception of the Bilingual Program. Let
us not forget that what we believe in has direct consequences on the productivity and
effectiveness of our work. We have found that a CLIL teacher with good training has a better
perception of the Bilingual Program. This is a useful result to urge the Administration and
Institutions to increase and adapt their training offer according to the real needs of teachers.
Having teachers who believe in the Bilingual Program is encouraging for the future of the
Bilingual Program in general.
2023-02-02T00:00:00ZWhat are the difficulties experienced by teachers when planning their first unit using the literacy approach?Ciórraga López, Rocíohttp://hdl.handle.net/10017/596802024-01-22T12:16:37Z2023-01-01T00:00:00ZWhat are the difficulties experienced by teachers when planning their first unit using the literacy approach?
Ciórraga López, Rocío
2023-01-01T00:00:00ZHow to improve English skills through physical education.Calatrava Franco, Juan Joséhttp://hdl.handle.net/10017/596732024-01-22T12:11:29Z2023-01-01T00:00:00ZHow to improve English skills through physical education.
Calatrava Franco, Juan José
2023-01-01T00:00:00Z