Chilean teachers’ beliefs regarding the use of L1 in CLIL settings
| dc.contributor.advisor | Cancino Ávila, Marco Octavio | |
| dc.contributor.author | Naritelli L., Daniela | |
| dc.contributor.editor | Facultad de Humanidades y Educación | |
| dc.date.accessioned | 2023-03-02T18:03:12Z | |
| dc.date.available | 2023-03-02T18:03:12Z | |
| dc.date.issued | 2022 | |
| dc.description | Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera) | es |
| dc.description.abstract | The use of the mother tongue in EFL classrooms has been a controversial topic for several years among educators, linguists and researchers; and the term to define the use of more than one language in the same interaction among people is called code-switching (Gardner-Chloros, 2009). Some scholars claim, on the one hand, that it evidences a deficient growth of the linguistic system of monolingual students (Baker, 2001). On the other hand, advocates for the use of students’ mother tongue in second language learning argue that it is indicative of language competence for multilingual people (Hopewell & Abril-Gonzalez, 2019). Despite this controversial issue as well as the language policies stated by the Ministry of Education that emphasizes the need for English to be taught without using L1 (Mineduc, 2019), teachers still face a dilemma when stepping inside a classroom: whether to make use of students’ first language or confine it to isolated circumstances. The main objective of this research was to explore the beliefs of Chilean EFL and elementary teachers working in bilingual environments in regards to the use of L1 in Content and Learning Integrated Learning (CLIL) settings. The study followed a mixed method methodology and the data collection strategy included an adapted version of the validated survey: CLIL Programme evaluation (Pérez-Cañado, 2016) and a semi structured interview. The data was analyzed using descriptive statistics for the quantitative instrument and thematic coding for the qualitative instrument. Some major findings involved were related to some participants giving higher importance to the content than to the language learning when assessing, and feeling not trained enough to teach in CLIL settings. The conclusions of this study show that teachers believe they need to use L1 to provide emotional support, scaffolding when teaching contents and when focusing on assessment of the contents. It would be advisable for teachers in Chile to have the opportunity to develop their skills related to CLIL methodology and English language proficiency. | es |
| dc.identifier.uri | https://repositorio.unab.cl/xmlui/handle/ria/47302 | |
| dc.language.iso | en | es |
| dc.publisher | Universidad Andrés Bello | es |
| dc.subject | Aprendizaje Integrado de Contenidos y Lenguas Extranjeras | es |
| dc.subject | Inglés | es |
| dc.subject | Enseñanza Básica | es |
| dc.subject | Chile | es |
| dc.title | Chilean teachers’ beliefs regarding the use of L1 in CLIL settings | es |
| dc.type | Tesis | es |
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