Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

• Breidbach, Stephan ^[1] ; Medina-Suárez, José ^[1]
  1. [1] Humboldt University of Berlin

     Humboldt University of Berlin

     Berlin, Stadt, Alemania

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 31 (Estudios sobre Educación; Vol), 2016, págs. 97-116
• Idioma: inglés
• DOI: 10.15581/004.31.97-116
• Títulos paralelos:
  • La perspectiva de los profesores acerca de CLIL y la innovación en clase en un método basado en juegos teatrales
• Enlaces
  • Texto completo
• Resumen
  • español

    Este artículo presenta un análisis de un grupo de entrevistas estructuradas llevadas a cabo con un grupo de profesores CLIL y no-CLIL de Alemania y España. Estas entrevistas incluyen temas relacionados con CLIL y el uso de juegos teatrales. Nuestro propósito con este estudio es determinar las conceptualizaciones y actitudes que tienen acerca de estos dos métodos y de la combinación de ambos. Hemos llevado a cabo un análisis temático y un estudio de casos, y hemos determinado las similitudes y diferencias entre los profesores entrevistados. Además, hemos intentado establecer el grado de investment (Norton, 2013) que pueden tener, de acuerdo con un nuevo método emergente a partir del proyecto ‘playingCLIL’.

  • English

    This paper presents an analysis of a set of semi-structured interviews conducted with a group of CLIL and non-CLIL teachers from Germany and Spain on topics related to CLIL and the use of drama games. The purpose of this study is to determine the conceptualizations and attitudes they have about these two methods and the combination of both. We conducted a thematic analysis and a case study, and determined the similarities and differences among the teachers interviewed. We also examined the degree of ‘investment’ (Norton, 2013) they may be willing to make regarding a new method resulting from the project ‘playingCLIL’.

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