|dc.description.abstract||CLIL is an innovative approach that is being rapidly implemented in many schools and at
different levels across many countries of the world. This is originating some reflections,
particularly on the needs and beliefs of teachers who are trying to teach content and language in
an integrated way.
Teachers’ actions, attitudes, experiences and expectations towards this new approach are
important variables to take into account and analyze in order to ensure a successful
implementation of Content and Language Integrated Learning practices in a classroom. For this
reason, focusing the attention on getting insights from their perspective could facilitate the
needs for the further development of this approach.
This dissertation reports on a research study which investigated the teachers’ reality related to
the implementation of CLIL in a particular context. The context where I have decided to carry
out the investigation is the city of Mataró.
This study focused on 20 state schools and involved 43 teachers. Some participants were already
implementing CLIL in their schools and some were not.
The study used a mixed-method (quantitative/qualitative) approach. Questionnaires were used
to obtain quantitative and general diagnosis relating to the teachers’ current situation,
experiences and opinions related to this topic. Interviews were used with a smaller sample of
teachers from a selection of schools that allowed for a more in-depth insight into teachers’
reality and beliefs concerning this approach.||es_ES