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oai:riuma.uma.es:10630/405722026-02-03T11:17:18Zcom_10630_2254col_10630_37953

Castillo-Rodríguez, Cristina Milagrosa Prat Fernández, Beatriz 2025-11-03T11:52:09Z 2025-11-03T11:52:09Z 2022-02-25 Castillo Rodríguez, C., & Prat Fernández, B. (2022). Cooperative learning in the CLIL classroom: Challenges perceived by teachers and recommendations for Primary Education. Educatio Siglo XXI, 40(1), 79-106. http://dx.doi.org/10.6018/educatio.433411 https://hdl.handle.net/10630/40572 10.6018/educatio.433411 The popularity of Content and Language Integrated Learning (CLIL), as a pedagog-ical approach requiring a flexible meth-odology to learn content and a foreign language (FL), is unquestionable today. Cooperative learning (CL) seems to be an ideal methodology to meet the demands of CLIL. This study is aimed at collecting the perceptions of CLIL teachers with re-gard to the challenges that this approach entails when CL is implemented in prima-ry-school classrooms. The respondents (n=35) completed an online survey with 25 questions (closed-ended and open-ended). Results revealed the following challenges: use of the target language for interaction; motivation; lack of time; potential man-agement problems; and assessment. On the other hand, respondents declared that in order to feel confident when combin-ing CLIL and CL they would need more training. Finally, we provided some rec-ommendations for each grade of Primary Education so as to shed some light on the challenges teachers perceive when CL is employed in CLIL subjects. This leaves an open door for further studies on CL in CLIL lessons from other countries. eng open access Enseñanza bilingüe Segunda lengua - Adquisición Enseñanza primaria Profesores de enseñanza primaria - Opiniones sobre enseñanza bilingüe Cooperative learning in the CLIL classroom: Challenges perceived by teachers and recommendations for Primary Education. journal article