CLIL teachers’ views on cognitive development in primary education

Campillo Ferrer, José María; Miralles Martínez, Pedro; Sánchez Ibáñez, Raquel

Publication:
CLIL teachers’ views on cognitive development in primary education

dc.contributor.author	Campillo Ferrer, José María
dc.contributor.author	Miralles Martínez, Pedro
dc.contributor.author	Sánchez Ibáñez, Raquel
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.contributor.other	Facultad de Educación
dc.date.accessioned	2026-01-28T08:46:43Z
dc.date.available	2026-01-28T08:46:43Z
dc.date.copyright	© 2020 The Author(s)
dc.date.issued	2020-05-13
dc.description.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.
dc.format	application/pdf
dc.format.extent	7
dc.identifier.citation	humanities and social sciences communications 6, 97 (2020)
dc.identifier.doi	https://doi.org/10.1057/s41599-020-0480-x
dc.identifier.eissn	2662-9992
dc.identifier.uri	http://hdl.handle.net/10201/195709
dc.language	eng
dc.publisher	Springer Nature [academic journals on nature.com]
dc.relation	The results presented in this paper are part of the following research project: PGC2018- 094491-B-C33 (Spanish Ministry of Science, Innovation and Universities). We would also like to thank the teachers who participated in the study and Mr. Michael Palmer for his generous help in proofreading.
dc.relation.publisherversion	https://www.nature.com/articles/s41599-020-0480-x
dc.rights	Attribution 4.0 International
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.subject.ods	Objetivo 4: Educación
dc.title	CLIL teachers’ views on cognitive development in primary education
dc.type	info:eu-repo/semantics/article
dc.type.version	info:eu-repo/semantics/publishedVersión
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