Teachers' perceptions and challenges in content and language integrated learning programs

Percepciones y desafíos del profesorado en programas de enseñanza integrada de contenidos y lenguas extranjeras

Abstract

Although content and foreign language integrated teaching is already well established in Spain, many CLIL teachers still perceive gaps in both their methodological training and linguistic competence, which hinders the effective integration of language and content (Ortega-Martín et al., 2024). The present study analyzes teachers' perceptions in content and language integrated programs regarding their ability to identify and address the linguistic demands of their subject, their language preparation, the adequacy of teaching materials, and students' language competence. A questionnaire was administered to 117 teachers from 89 schools in Cantabria across different educational stages. The results reveal significant differences in teachers' perceptions based on the type of subject taught and their certified level in a foreign language. Foreign language teachers and those with higher certified proficiency levels reported more favorable perceptions regarding their understanding of subject-specific linguistic demands, the adequacy of materials, and students’ foreign language competence. Teachers at higher educational stages and those teaching foreign languages rated the materials more positively than those in early childhood and primary education. In contrast, CLIL methodological training did not significantly influence the analyzed perceptions. These findings highlight the need to continue strengthening CLIL teacher training from multiple perspectives. A comprehensive approach that combines the development of linguistic and methodological competences along with access to appropriate resources is essential for improving bilingual education and ensuring quality teaching in these contexts.