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CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University

CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University

Candela Contero Urgal
Copyright: © 2020 |Pages: 17
ISBN13: 9781799823186|ISBN10: 1799823180|ISBN13 Softcover: 9781799823193|EISBN13: 9781799823209
DOI: 10.4018/978-1-7998-2318-6.ch012
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MLA

Contero Urgal, Candela. "CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University." Teacher Training for English-Medium Instruction in Higher Education, edited by Maria del Mar Sánchez-Pérez, IGI Global, 2020, pp. 257-273. https://doi.org/10.4018/978-1-7998-2318-6.ch012

APA

Contero Urgal, C. (2020). CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education (pp. 257-273). IGI Global. https://doi.org/10.4018/978-1-7998-2318-6.ch012

Chicago

Contero Urgal, Candela. "CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University." In Teacher Training for English-Medium Instruction in Higher Education, edited by Maria del Mar Sánchez-Pérez, 257-273. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2318-6.ch012

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Abstract

The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

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