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Cited by 101Second Language Learning and TeachingMultilingual Education and PolicyEFL/ESL Teaching and Learning

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Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: perceptions and practice of the teachers involved in the plurilingual programme in Andalusia

Méndez García, María del Carmen, Pavón Vázquez, Víctor·2012·International Journal of Bilingual Education and Bilingualism
DOI 10.1080/13670050.2012.670195
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Abstract

In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between languages is different, in CLIL, where the foreign language is the minority language employed, we uphold that the purported benefits of combining both languages should not be underestimated in this type of education. The objective of this study is to find out if the collaboration among teachers, particularly between language assistants and content teachers, with the subsequent use of two languages in the same classroom, may result in the development of strategies that will ultimately contribute to the improvement of the teaching process, the learning of content matter and also the development of language skills and language awareness. By analysing the perceptions and reflection on the actual performance of teachers involved in CLIL programmes in Andalusia, a Spanish monolingual autonomous community, this article aims to identify the existence of collaborative work among teachers, the advantages of such collaboration and the benefits of using the two languages.

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Metadata

Authors
Méndez García, M. D. C., & Pavón Vázquez, V.
Venue
International Journal of Bilingual Education and Bilingualism
Publisher
Informa UK Limited
Published
2012-09
Volume
15
Issue
5
Pages
573-592
ISSN
  • 1367-0050 (ISSN-L)
  • 1747-7522
DOI
10.1080/13670050.2012.670195
OpenAlex
W1973528083
Cited by
101
References
1
Citations by year
2026: 1 · 2025: 6 · 2024: 4 · 2023: 7 · 2022: 9 · 2021: 11 · 2020: 8 · 2019: 10 · 2018: 9 · 2017: 9 · 2016: 6 · 2015: 7 · 2014: 8 · 2013: 5 · 2012: 1
FWCI
119.28
Type
journal article
Language
en
Open access
closed
Locations
International Journal of Bilingual Education and Bilingualism (publishedVersion)
Topics
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
CLIL, teacher collaboration, language assistants, content teachers, plurilingual education, bilingual education, language awareness, teacher perceptions, Andalusia

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CoChat. (2026). Citation check: Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. https://app.cochat.ai/papers/10.1080/13670050.2012.670195
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Méndez García, M. D. C., & Pavón Vázquez, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2012.670195

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