Defining foreign language needs among pre-service CLIL teachers
DOI:
https://doi.org/10.36097/rsan.v0i49.1906Palabras clave:
bilingual education, english, foreign languages, primary education, teacher education.Resumen
CLIL (Content Language Integrated Learning) teacher training represents an educational challenge, where language competence and performance play a key role. So, the objective of the present research paper is to uncover the training needs of pre-service CLIL teachers (i.e., bachelor’s degree in Primary Education students, 2020-21) at the University of Cádiz (Spain) concerning their English Foreign Language (EFL) skills. This is a mixed-methods research with a descriptive approach, in which the main research tool is The CEFR ALTE Skill Level Summaries (Council of Europe, 2001). The data analysis is based on a statistical study supported by beliefs of the informants using a quiz-based assessment tool (Socrative). The results reveal that written skills prevail over oral skills in EFL terms; there still exists a low number of qualified pre-service CLIL teachers in EFL; they have not yet achieved the necessary EFL proficiency to teach CLIL subjects; and finally, methodological training is also required and not just language training as far as CLIL teaching is concerned. Final recommendations are suggested.
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