EFL literacy development in CLIL settings: an insight into teachers' practices

Authors

  • Ana García Cuadrillero
  • Raquel Fernández Fernández

DOI:

https://doi.org/10.26378/rnlael1327339

Keywords:

literacy, teacher's practices, reading, Content and Language Integrated Learning, English as a Foreign Language

Abstract

The present article examines teachers’ practices on reading development in the Primary EFL classroom. The work is part of the research developed in the Erasmus+ project “Developing FL literacy in CLIL contexts” (2018-1-PL01-KA201-050920), which aims to improve literacy practices in the CLIL classrooms. The study has an exploratory and descriptive nature and was conducted using an online questionnaire, designed and supervised by the international group participating in the project. Results show that a number of the resources, tools and strategies used by participants fall short in covering students’ communicative needs in our present society, such as the work on different genres and text types, the promotion of free voluntary reading or the creation of a link between reading and writing tasks. Possible improvement areas are related to teacher training, lesson planning and materials design.

Author Biographies

Ana García Cuadrillero

Holds a degree in Primary Teacher Education with a specialisation in EFL teaching by Centro Universitario Cardenal Cisneros dependent on Universidad de Alcalá. Her final degree dissertation revolved around teachers’ reading development in the EFL classroom. She also has an interest in writing practices, research skills for education, and materials development for the EFL Primary classroom. 

Raquel Fernández Fernández

She is full-time university lecturer at Centro Universitario Cardenal Cisneros. There she has been the former Deputy Director of Innovation and Research (2014-2019) and the Coordinator of the Bilingual Project (2009-2014), an initiative awarded by the European Language Label (2016). Also, she has worked as pedagogical advisor and collaborator for publishing houses such as Edelvives or Vicens Vives, and also for Cambridge ESOL Spain. She is also a school counsellor in the EFL and bilingual areas. Her areas of interest are bilingual education, EFL literacy development, and the use of literature in the EFL classroom.  

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Published

2019-11-26

How to Cite

García Cuadrillero, A., & Fernández Fernández, R. (2019). EFL literacy development in CLIL settings: an insight into teachers’ practices. Nebrija Journal of Applied Linguistics to Language Teaching, 13(27), 72–86. https://doi.org/10.26378/rnlael1327339

Issue

Vol. 13 No. 27 (2019): Issue 27

Section

Thematic section "Computer Learners Corpora..."

License

The copyright holder(s) consent to the distribution of their article under the license CC BY ND.

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