Content-Related and Methodological Issues in Bilingual and Plurilingual Programmes
Helena Aikin Araluce
CLIL programmes have been implemented in a large number of Spanish schools the last decades as means promoting foreign language proficiency and fostering multilingualism diversity order to meet new demands our globalized societies. Although Spain is considered one European leaders practice research, it nevertheless faces many challenges caused by teachers´ insufficient training both target methodology. While language-related shortcomings identified certain extent remedied through immersion courses assistant programmes, content-related methodological issues are still being largely neglected spite fact that there exists considerable literature where these addressed. Renowned authors such Do Coyle, David Marsh Peeter Mehisto stress importance high quality teaching key success approach; they claim good not only broadens conceptual mapping resources boosting cognitive development metacognitive skills, but also encourages active, meaningful, “deep” learning, critical thinking creative thought with help scaffolding techniques facilitate content learning. This paper examines practices classrooms bilingual Castilla la Mancha. With view identifying main difficulties teachers students face. It explores different ways approaching challenges, most which bound be extensive Indian context.
Issues and ideas in education