Galicia, Spain’s north-western region, originally bilingual (Spanish/Galician) and placed in a Spanish-Portuguese intercultural enclave is undergoing a significant change regarding educational parameters. This change is related to the revitalisation of the teaching and learning of foreign languages mainly brought about by the introduction of CLIL. The same as all European educational systems, the Galician one is giving increasing importance to the learning of foreign languages on the grounds that there is a need to develop citizens’ plurilingual and intercultural competences within the globalisation process taking place in our present-day world. Galicia does not only share bilingualism with Catalonia and the Basque Country, but also an evidenced experience in immersion bilingual programmes attending to environmental languages. This experience has laid good foundations for the development of an educational policy related to foreign languages. With this context in mind, this paper addresses: 1) the analysis of all actions carried out by the Galician Administration aiming at improving foreign language skills of teachers and students, focusing on CLIL implementation and all parallel courses of action redounding to its benefit: immersion programmes, creation of a teacher network and teacher-training programmes mixing in-service training, immersion and materials design; 2) the state of the art regarding formal regulation of CLIL provision: policy models, teacher development, methodology, materials and certificates; 3) the analysis of results of the pilot questionnaire answered by teachers (June 2008); and 4) the analysis of results of the 2009 general objective testing comparing CLIL and non-CLIL students.
|Title of host publication||CLIL in Spain: implementation, results and teacher training|
|Editors||David Lasagabaster, Yolanda Ruiz de Zarobe|
|Publisher||Cambridge Scholars Publishing|
|Number of pages||24|
|Publication status||Published - 2010|