Palavras-chave
Como Citar
Resumo
Determinar as percepções dos professores sobre a Aprendizagem Integrada de Língua e Conteúdo (AILC) em salas de aula do ensino fundamental é fundamental para aumentar sua eficácia, superar os desafios práticos e garantir a integração sustentável em diversos ambientes educacionais. Portanto, esta revisão da literatura tem como objetivo analisar e sintetizar a literatura existente sobre o uso da AILC por professores de EFL no ensino fundamental na Espanha, Indonésia, Croácia, República da Polônia, Áustria, Grécia, Taiwan, Irlanda, Cazaquistão e Equador, com foco nos benefícios e obstáculos que eles encontram. Usando uma abordagem bibliográfica qualitativa, o estudo analisa, categoriza e sintetiza dados relevantes de artigos revisados por pares selecionados. As descobertas são categorizadas em duas áreas principais: (1) limitações dos professores, incluindo falta de treinamento, carga de trabalho dos professores, falta de conhecimento do conteúdo e colaboração entre educadores CLIL e não-CLIL; e (2) benefícios, com foco nas funções dos alunos e dos professores, aprimoramento do conhecimento do conteúdo e do idioma, uso autêntico do idioma e aumento da motivação e do envolvimento dos alunos. Essas descobertas proporcionam aos educadores uma compreensão abrangente da implementação da AILC, permitindo que tomem decisões informadas sobre seus possíveis benefícios para o processo de aprendizagem de seus alunos.
Referências
Anggraini, S., Munir, A., & Purwati, O. (2023). The Implementation of CLIL at Primary School: Teacher’s Perspectives and Challenges. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(2), 991-1000. https://doi.org/10.62775/edukasia.v4i2.381
Argudo, J., Abad, M., Fajardo-Dack, T., & Cabrera, P. (2018). Analyzing a Pre-service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca- Ecuador. Latin American Journal of Content and Language Integrated Learning, 11(1), 65–86.
Badurina, D. (2016). Teachers’ Perspectives on Clil: A Case Study [Doctoral dissertation, University of Rijeka].
Barrios, E., & Acosta I. (2022). Primary Students’ Satisfaction with CLIL and Perceived CLIL Linguistic Difficulty. Journal of Multilingual and Multicultural Development, 43(7), 665-678.
Campillo, J., Sánchez, R., & Miralles, P. (2019). Primary Teachers’ Perceptions of CLIL Implementation in Spain. English language teaching, 12(4), 149-156. https://eric.ed.gov/?id=EJ1210453
Carrasco, L., & Retamar, G. (2023). Emotions of CLIL Preservice Teachers in Teaching Non- linguistic Subjects in English. Profile Issues in Teachers Professional Development, 25(2), 185-199. https://doi.org/10.15446/profile.v25n2.103916
Castillo, C., & Fernández, P. (2022). Cooperative Learning in the CLIL Classroom: Challenges Perceived by Teachers and Recommendations for Primary Education. Educatio Siglo XXI, 40(1), 79-106. https://doi.org/10.6018/educatio.433411
Çekrezi, R. (2011). CLIL and Teacher Training. Procedia-Social and Behavioral Sciences, 15, 3821-3825. https://doi.org/10.1016/j.sbspro.2011.04.379
Custodio-Espinar, M., & Gómez-Cortés, J. (2021). Self-evaluation and Observation: A Proposal to Promote CLIL Teacher Training at Infant Education. Revista Innovaciones Educativas, 23(35), 35-45. http://dx.doi.org/10.22458/ie.v23i35.3496
Czura, A., & Anklewicz, A. (2018). Pupils’ and Teachers’ Perceptions of CLIL in Primary School: A Case Study. Linguodidactica, 22, 47-63.
De Diezmas, M. (2016). The Impact of CLIL on the Acquisition of L2 Competencies and Skills in Primary Education. International Journal of English Studies, 16(2), 81-101. https://doi.org/10.6018/ijes/2016/2/239611
?or?evi?, M. (2023). Integration of the 4Cs in a CLIL-Based Textbook for Geology Students: A Case Study. Technicum Social Sciences Journal, 52, 85–96.
Gu?ec, V. (2019). CLIL: The Advantages and Disadvantages of Implementation in the Croatian Environment [Doctoral dissertation, University of Zagreb].
Guijarro-Garvi, M., Miranda-Escolar, B., Cedeño-Menéndez, Y., & Moyano-Pesquera, P. (2022). Education as a Dimension of Human Development: A Provincial-level Education Index for Ecuador. Plos One, 17(7), 1-27. https://doi.org/10.1371/journal.pone.0270932
Gupta, K. (2020). Researcher-teacher Collaboration in Adopting Critical Content and Language Integrated Learning (CLIL): Processes, Challenges, and Autcomes. Trabalhos em Linguística Aplicada, 59, 42-77. https://doi.org/10.1590/010318136014125912020
Karabassova, L., & San Isidro, X. (2023). Towards Translanguaging in CLIL: A study on Teachers’ Perceptions and Practices in Kazakhstan. International Journal of Multilingualism, 20(2), 556-575. https://doi.org/10.1080/14790718.2020.182842
Llinares, A., & Nashaat-Sobhy, N. (2021). What is an Ecosystem? Defining Science in Primary School CLIL Contexts. Language Teaching for Young Learners, 3(2), 337- 362. https://doi.org/10.1075/ltyl.20010.lli
Milla, D., & Casas, V. (2018). Teachers Perspectives on CLIL Implementation. A within-group Comparison of Key Variables. Porta Linguarum: Revista International de Didáctica de las Lenguas Extranjeras, 29, 159–180. 10.30827/Digibug.54032
Ó Ceallaigh, J., Ní Mhurchú, S., & Ní Chróinín, D. (2017). Balancing Content and Language in CLIL: The Experiences of Teachers and Learners. Journal of Immersion and Content-Based Language Education, 5(1), 58-86. https://doi.org/10.1075/jicb.5.1.03oce
Otwinowska, A., & Fory?, M. (2017). They Learn the CLIL Way, but Do They Like It?
Affectivity and Cognition in Upper-primary CLIL Classes. International Journal of Bilingual Education and Bilingualism, 20(5), 457-480. https://doi.org/10.1080/13670050.2015.1051944
Pérez, L. (2016). Are Teachers Ready for CLIL? Evidence from a European Study. European Journal of Teacher Education, 39(2), 202-221. https://doi.org/10.1080/02619768.2016.1138104
Pladevall-Ballester, E. (2015). Exploring Primary School CLIL Perceptions in Catalonia: Students’, Teachers’, and Parents’ Opinions and Expectations. International Journal of Bilingual Education and Bilingualism, 18(1), 45-59. https://doi.org/10.1080/13670050.2013.874972
Snyder, H. (2019). Literature Review as a Research Methodology: An Overview and Guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039
Vázquez, V., & Ellison, M. (2018). Examining Teacher Roles and Competencies in Content and Language Integrated Learning (CLIL). Linguarum Arena: Revista de Estudos em Didática de Línguas da Universidade do Porto, 4, 65-78. http://aleph.letras.up.pt/index.php/linguarumarena/article/view/3967
Waloyo, A., Khoiriyah, K., & Farah, R. (2021). Teachers’ Perception of CLIL and Web-based Material Implementation in a Primary School. English Review: Journal of English Education, 9(2), 227-234. https://doi.org/10.25134/erjee.v9i2.4347
Zafiri, M., & Zouganeli, K. (2017). Toward an Understanding of Content and Language Integrated Learning Assessment (CLILA) in Primary School Classes: A Case Study. Research Papers in Language Teaching and Learning, 8(1), 88-109. http://rpltl.eap.gr
Este trabalho está licensiado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Jenny García, Paula Agustina Vélez Yanza