TEACHER TRAINING FOR HOLISTIC BILINGUAL EDUCATION: A PROPOSAL BASED ON THE CLIL APPROACH
DOI:
https://doi.org/10.47847/Keywords:
Teacher training, bilingual education, CLIL approach, collaborative teaching, translanguagingAbstract
This article presents a teacher training proposal aimed at strengthening bilingual education in a private educational institution in Colombia, through the implementation of the CLIL (Content and Language Integrated Learning) approach. The existing limitations in the collaboration between content teachers and foreign language teachers have led to difficulties in the processes of planning, teaching, and assessment in bilingual contexts. The proposed intervention was designed as a teacher training course structured into eight sessions that combine theory and practice, based on the 4Cs model (content, communication, cognition, and culture). The methodology incorporates principles of collaborative teaching and translanguaging as a pedagogical strategy to facilitate learning for both teachers and students. The results point to an improvement in teachers' professional competence, the strengthening of teamwork across subject areas, and the promotion of inclusive practices that recognize the linguistic and cultural diversity of the school context. This study contributes to the ongoing debate on the need for relevant teacher training in order to advance toward a high-quality bilingual education in Colombia.
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