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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: © 2022 |Pages: 18
ISBN13: 9781668436905|ISBN10: 1668436906|EISBN13: 9781668436912
DOI: 10.4018/978-1-6684-3690-5.ch056
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MLA

Contero Urgal, Candela. "CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University." Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 1130-1147. https://doi.org/10.4018/978-1-6684-3690-5.ch056

APA

Contero Urgal, C. (2022). CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University. In I. Management Association (Ed.), Research Anthology on Bilingual and Multilingual Education (pp. 1130-1147). IGI Global. https://doi.org/10.4018/978-1-6684-3690-5.ch056

Chicago

Contero Urgal, Candela. "CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University." In Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, 1130-1147. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3690-5.ch056

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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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