Training primary student teachers for CLIL: innovation through collaboration

Víctor Pavón Vázquez, Gemma Delicado Puerto


The escalating number of bilingual schools in
Spain has provoked an unsustainable demand of
field professionals. As a result, higher education is
implementing bilingual teacher training programs
at the bachelor level, which are aimed at preparing
primary education teachers for bilingual contexts.
These degrees usually train prospective educators
from a linguistic standpoint and may not guide
students in methodological principles that promote
successful integration of subject and language
work. A shift of focus on the training of these
future teachers could be adopted based on the
development of student teachers’ linguistic and
methodological professional capacities in order to
qualify them to be successfully incorporated in a
bilingual professional context. This study analyzes
the implementation of a framework of collaboration
between university teachers and experienced
bilingual teachers. The data extracted from the
opinions of the participants have resulted in a
comprehensive approach constructing bilingualism
on an expanded collaborative philosophy. The
results obtained from the over-all experience point
to the benefits of incorporating in-service teachers
in the training of future bilingual teachers through
the establishment of a sustainable connection in
higher education.

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