ABSTRACT

One of the main aims of Content and Language Integrated Learning (CLIL) is to develop intercultural awareness and understanding among students. The objective of this study is to analyse whether CLIL primary education teachers implement the intercultural axis of CLIL in the strategies and resources they plan and use in their daily lessons, and which factors may influence this. An open-question questionnaire was used to carry out an in-depth analysis of the opinions of 59 CLIL primary education teachers working at schools in Córdoba (Spain). The results show that communicative and cooperative activities, along with those activities in which interaction is the focus, are those most frequently employed by CLIL teachers to enhance the intercultural axis. Information and Communication Technology (ICT) resources are those most frequently applied in order to promote intercultural awareness. Independent variables such as gender, subject taught, years of experience and the textbook used had a significant influence on how teachers plan and put their strategies and didactic resources into practice. The outcomes indicate the need to reinforce CLIL teacher training in this regard.

摘要

内容和语言整合学习（CLIL）的主要目标之一是发展学生之间的跨文化意识和理解。本研究的目的是分析CLIL小学教育教师是否在他们在日常课程中计划和使用的策略和资源中实施了CLIL的跨文化轴心，以及哪些因素可能会影响这一点。使用开放式问卷调查表，对在科尔多瓦（西班牙）学校工作的59名CLIL初等教育老师的观点进行了深入分析。结果表明，交流和合作活动以及以交互为重点的活动是CLIL教师最常使用的以增强跨文化轴心的活动。信息和通信技术（ICT）资源是最常用于提高跨文化意识的资源。诸如性别，教授的学科，多年的经验和所使用的教科书等自变量对教师如何计划并将其策略和教学资源付诸实践具有重大影响。结果表明有必要在这方面加强CLIL教师培训。