ABSTRACT

This article investigates school leader perspectives on Content and Integrated Learning (CLIL) based on findings from an empirical research study undertaken in three state secondary schools in England, to investigate (CLIL). The article argues the importance of the role of senior leaders in developing and sustaining CLIL initiatives. Perspectives about CLIL from 12 leaders are presented using semi-structured interviews from three schools where different models of CLIL are practised: headteachers, senior leaders responsible for the school oversight of such programmes and curriculum leaders responsible for developing the work in specific subjects. This article offers a unique contribution to the field by its focus on school leaders’ perceptions of and commitment to CLIL from their involvement in contrasting CLIL contexts in the self-improving school context of England. There are no existing studies that focus on senior leaders’ perspectives in the secondary sector. In spite of numerous limitations presented by the current national policy landscape, the findings reveal that school leaders perceive CLIL to make a potentially strong contribution to the pressing school improvement agenda through the acceleration of learner progress characterised by high levels of pupil concentration, effort, enjoyment and progress.

摘要

本文基于在英格兰三所州立中学进行的实证研究得出的结论，研究了学校领导者对内容和综合学习（CLIL）的观点，以进行调查（CLIL）。本文认为，高级领导者在制定和维持CLIL计划中的作用很重要。来自三所学校的半结构化访谈从十二位领导者对CLIL的观点进行了介绍，这些学校采用了不同的CLIL模式：校长，负责学校监督此类计划的高级领导者和负责开展特定学科工作的课程负责人。本文通过关注学校领导者对CLIL的理解和对CLIL的承诺，为他们做出了独特的贡献，因为他们参与了英格兰自我完善学校环境中的CLIL环境的对比。现有的研究都没有针对第二产业中高级领导者的观点。尽管当前的国家政策形势存在诸多局限性，但调查结果表明，学校领导者认为CLIL通过加快学习者的进步（以高度集中的学生，集中精力和享乐为特征）为紧迫的学校改进议程做出了潜在的强大贡献。和进步。