Teaching perspectives on CLIL in different educational contextsItaly, Spain and Turkey

Abstract

The thesis carries out an international comparative study on Content and Language Integrated Learning (CLIL) based on the teaching of various subjects of an educational stage in English. The study is carried out in schools in Italy, Spain and Turkey. The research design uses a mixed qualitative-qualitative approach, with questionnaires and in-depth interviews as data collection tools. The research data show the importance of teacher collaboration in terms of project creation, materials design, lesson planning and sharing of all aspects of the teaching-learning process for a better implementation of CLIL practice. At the same time, it draws attention to the deficiency of training opportunities for head teachers, teachers and coordinators. It highlights the adequate knowledge that teachers have through their personal efforts for their professional growth.