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CLIL teachers’ views on cognitive development in primary education

Author

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  • José-María Campillo-Ferrer

    (University of Murcia)

  • Pedro Miralles-Martínez

    (University of Murcia)

  • Raquel Sánchez-Ibáñez

    (University of Murcia)

Abstract

Content and language integrated learning (CLIL) has been implemented in Spain for more than two decades, and the number of schools that have joined CLIL initiatives has progressively grown in an attempt to increase students’ proficiency in English; all of these developments are indicative of the importance of foreign language learning (FLL) in this country. The aim of this paper is to analyse the promotion of cognitive skills by teachers in the subjects of science and social science in primary education in the Spanish Region of Murcia. A mixed methodology combining techniques for collecting both quantitative and qualitative data was implemented. The results show a tendency to lapse into low-order thinking skills, which can hinder the development of demanding cognitive skills and creative learning processes in CLIL lessons. Some factors might affect these teaching practices, such as the type of teaching staff position or the experience that teachers have gained over time. The article concludes with some suggestions for further research.

Suggested Citation

  • José-María Campillo-Ferrer & Pedro Miralles-Martínez & Raquel Sánchez-Ibáñez, 2020. "CLIL teachers’ views on cognitive development in primary education," Palgrave Communications, Palgrave Macmillan, vol. 6(1), pages 1-7, December.
    • Handle: RePEc:pal:palcom:v:6:y:2020:i:1:d:10.1057_s41599-020-0480-x
    DOI: 10.1057/s41599-020-0480-x
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