ENGLISH TEACHERS IN CLIL SECONDARY SCHOOLS IN MADRID: BELIEFS, ATTITUDES AND KNOWLEDGE

Abstract

This study aims to explore the teacher cognition of EFL specialists working in CLIL Secondary settings in Madrid. More specifically, the dimensions of teacher knowledge and beliefs regarding the bilingual education programme and their own role are addressed. Being part of a larger study, it was designed as a multi-case study in which six EFL teachers from different Secondary schools took part. Moreover, a mixed-methods approach was followed in order to contrast and triangulate the results. First, they were administered a questionnaire consisting mostly of Likert-type scale questions which were analysed following quantitative procedures. Secondly, semistructured interviews were conducted with each of the participants and were later examined following a qualitative content analysis approach. The questions were concerned with their beliefs, attitudes and knowledge about CLIL, its outcomes, the role of language in these programmes and their own ideal professional role within them. The results show that although the participants’ vision about CLIL, its benefits and the role of language diverge; their beliefs are compatible with CLIL underpinnings. Also, they believe their contributions as language experts must be considered. The findings of this study, which could be replicated and extended to more language teachers, can help us design tailored teacher education programmes which take EFL teachers’ beliefs into account.