ABSTRACT

Given the importance of bilingual programmes and CLIL (Content and Language Integrated Learning), a methodological approach that holds up bilingual education all across Europe, it is essential to ensure today’s pre-service teachers become efficient CLIL practitioners in the short run. For that reason, we have analysed the case study of the University of Granada (Spain) to evaluate how CLIL teachers’ competences are perceived by Preschool Pre-service teachers. A total of 105 participants completed the online Likert-scaled questionnaire based on two dimensions of the CLIL Teacher’s Competence Grid. Frequencies, inferential, correlational and regression analysis were conducted to shed light on students’ self-assessment as future CLIL teachers in the Preschool stage. Results suggest that pre-service teachers do not yet feel prepared to become Preschool CLIL practitioners, and their level of CLIL communicative skills is a predictor of their knowledge about CLIL.

摘要

鉴于双语课程和 CLIL（内容和语言综合学习）的重要性，这是一种在整个欧洲支持双语教育的方法论方法，确保当今的职前教师在短期内成为高效的 CLIL 从业者至关重要。出于这个原因，我们分析了格拉纳达大学（西班牙）的案例研究，以评估学前班教师如何看待 CLIL 教师的能力。共有 105 名参与者完成了基于 CLIL 教师能力网格两个维度的在线李克特量表问卷。进行了频率、推理、相关和回归分析，以阐明学生作为学前阶段未来 CLIL 教师的自我评估。